c 

(Lo^T_  INAUGURATION 

OF 

WALLACE  WALTER  ATWOOD 

AS  PRESIDENT 
OF 

CLARK  UNIVERSITY 

February  1,   1921 


(Elark  Imw  mtjj  fitbrarg 

WORCESTER,  MASS. 


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Inauguration 

OF 

Wallace  Walter  Atwood 

as  President  of 
Clark  University 

WORCESTER,  MASSACHUSETTS 

ON 
February  1,  1921 


THE  LIBRARY  OF  THE 

MAY  2    1944 

UNIVERSITY  OF  ILLINOIS 


©lark  llnturrBttg  iCtbrarg 

WORCESTER,  MASS. 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/inaugurationofOclar 


THE 


INAUGURATION  EXERCISES  were  held  in 
the  gjannasium  on  Tuesday  afternoon,  February 

1,  1921,  at  half  past  two.     Charles  Herbert  Thurber,  Ph.  D., 

Clark  University,  1900,  President  of  the  Board  of  Trustees, 

presided. 

The  Rev.  Maxwell  Savage,  minister  of  the  First  Unitarian 

Church  offered  prayer. 


ADDRESS  OF  WELCOME 

Charles  H.  Thurber 
President  Board  of  Trustees 

It  is  my  happy  privilege  to-day  to  welcome  on  behalf  of 
the  University  all  those  present  who  are  joining  together 
with  us  to  make  notable  this  celebration  of  an  important 
event  in  the  history  of  the  University,  and  in  addition  to 
express  our  special  appreciation  of  the  presence  of  those 
representatives  of  sister  institutions  of  learning  who  have 
traveled  far  in  their  cordial  willingness  to  add  dignity  and 
grace  to  this  occasion. 

The  history  of  education  in  America  records  many  curious 
and  interesting  events,  but  nowhere  does  it  mention  an  in- 
stance where  one  man  at  the  same  moment  has  been  inaugur- 
ated as  the  second  president  of  a  university,  the  third  presi- 
dent of  a  college,  and  the  first  president  of  both !  Yet  we  are 
here  to-day  to  inaugurate  the  second  president  of  Clark  Uni- 
versity, the  third  president  of  Clark  College,  and  the  first 
president  of  Clark  University  and  Clark  College,  now  and 
hereafter  one  and  inseparable. 

Clark  University  was  organized  as  an  institution  of  ad- 
vanced study  and  research  by  C  Stanley  Hall,  under  whose 
leadership  it  has  splendidly  served  humanity  for  a  generation. 
But  the  founder  had  it  also  in  mind  to  make  easier  the  road 
for  worthy  and  ambitious  young  men  who  needed  a  college 
training.  By  his  will,  therefore,  he  made  provision  for  the 
opening  of  Clark  College,  with  a  separate  endowment  and  a 


Inauguration 


separate  faculty,  but  using  the  same  buildings  and  managed 
by  the  same  board  of  Trustees.  To  the  presidency  of  the 
college,  at  its  opening,  came  a  distinguished  public  servant, 
Carroll  D.  Wright.  He  was  succeeded  by  a  constituent  mem- 
ber of  the  University  Faculty  who  had  writ  his  name  large 
in  the  annals  of  Experimental  Psychology — Edmund  C.  San- 
ford. 

As  time  passed,  these  two  institutions  not  only  dwelt  to- 
gether in  amity,  but  the  same  men  came  in  many  instances 
to  serve  on  both  faculties.  Graduates  of  the  College  in  con- 
siderable numbers  continued  their  studies  in  the  University. 
The  line  of  demarcation  became  not  stronger,  but  fainter, 
with  the  passing  years. 

Then  President  Hall  resigned,  in  the  fullness  of  strength 
and  capacity,  that  he  might  prepare  for  publication  his  accu- 
mulated treasures  of  scholarship  and  research.  At  the  same 
time  President  Sanford  proposed  to  the  Trustees  that  he 
relinquish  his  executive  responsibilities  and  return  to  his 
professorial  duties.  Thus  was  brought  about  the  situation 
contemplated  by  the  founder  when  the  two  institutions  should 
have  a  single  head. 

The  Trustees  had  before  them  by  no  means  an  easy  task. 
Of  all  commodities  college  and  university  presidents  were 
the  scarcest,  and  the  demand  for  them  was  clamorous.  At  the 
end  of  our  long  trail  we  found  a  man  into  whose  hands  we 
felt  that  we  could  entrust  the  future  of  the  institution  with 
supreme  confidence  and  glowing  hope. 

It  is  not  necessary  that  this  institution,  founded  as  an  inno- 
vation, shall  cherish  forever  each  and  every  detail  that  has 
found  a  place  in  its  organization;  but  it  is  absolutely  neces- 
sary that  Clark  shall  be  true  to  certain  great  fundamental 
principles;  and  of  these  two  stand  out  conspicuously. 

The  true  university  spirit  must  forever  be  maintained. 
That  spirit  is  the  spirit  of  truth.  It  requires  both  the  his- 
torical and  the  experimental  disciplines:  the  one  to  make 
clear  the  truth  we  have  to  build  on ;  the  other  to  go  forward 
from  what  we  have  and  annex  ever  more  and  more  of  the 
undiscovered  country.  Our  second  great  principle  is  like  unto 
and  grows  out  of  our  first,  for  the  explorer  cannot  sit  by  the 


Clark    University 


old  hearthstone.  Clark  University  started  one  innovation  in 
offering  g^raduate  courses  only ;  Clark  College  started  another 
in  its  three  years'  course.  This  institution  must  never  lose 
the  courage  and  the  spirit  of  the  pioneer.  To  our  new  presi- 
dent, who  has  spent  much  of  his  life  in  exploring  the  lonely 
mountains  and  wind-swept  plains  of  our  great  West,  we  look 
with  assurance  to  lead  us  ever  onward  to  new  frontiers. 


Installation 

The  Honorable  Arthur  P.  Rugg,  LL.  D. 

Chief  Justice  of  the  Supreme  Judicial  Court  of  Mass. 

WALLACE  WALTER  ATWOOD 

You  have  been  duly  chosen  President  of  Clark  University. 
You  are  honored  with  her  choicest  gift.  You  bear  her  heaviest 
burden.  This  is  a  noble  trust.  It  is  laid  upon  you  in  the 
full  faith  that  you  will  discharge  it  in  the  spirit  of  its  founder, 
in  the  interest  of  the  university,  and  for  the  benefit  of  the 
republic  to  whose  service  it  is  dedicated.  A  change  in  leader- 
ship is  a  signally  important  event  in  the  history  of  an  insti- 
tution of  learning.  This  university  was  founded  for  "the 
promotion  of  education,  and  investigation  in  science,  litera- 
ture and  art. ' '  Its  energies  have  been  devoted  to  the  fostering 
of  the  highest  studies  and  original  researches  in  these  fields, 
to  the  enlargement  of  the  domain  of  knowledge  and  to  gen- 
eral and  liberal  instruction.  It  has  been  nourished  through 
its  years  of  early  struggle  by  the  earnest  and  unstinted  devo- 
tion of  the  wise  and  learned.  It  is  still  young.  Its  future 
will  be  plastic  to  the  moulding  of  your  hand.  Its  third  of  a 
century  of  distinguished  usefulness  kindles  aspiration  for 
wider  accomplishment  and  finer  achievement  in  the  time  that 
is, to  come.  No  easy  task  lies  before  you.  It  invites  the  ripest 
scholarship.  It  challenges  supreme  endeavor.  Wisdom,  cour- 
age, insight,  perseverence,  vision,  spiritual  power  must  be 
your  handmaids.  We  have  confidence  that  you  will  meet 
all  its  responsibility  and  fulfill  its  every  opportunity.  In  the 
name  and  in  behalf  of  the  trustees,  and  in  accordance  with 
custom,  I  now  invest  you  with  all  the  powers  and  privileges 


Inauguration 


of  your  great  office.  As  symbols  of  your  authority  I  deliver 
into  your  hands  and  keeping  the  charter  of  the  University 
and  its  seal.  May  the  blessing  of  God  be  upon  your  admin- 
istration. 

ACCEPTANCE 
PRESIDENT  WALLACE  W.  ATWOOD 

Your  Honor,  Chief  Justice  of  the  Supreme  Court  of  Massa- 
chusetts and  member  of  the  Board  of  Trustees  of  Clark  Uni- 
versity— other  members  of  the  Board  of  Trustees : 

I  appreciate  deeply  the  confidence  which  you  have  shown 
in  me  in  selecting  me  for  the  honorable  position  of  President 
of  Clark  University.  In  accepting  from  you  these  tokens  of 
office  I  wish  to  assure  you  that  they  symbolize  for  me  the  great 
responsibilities  which  I  hereby  assume.  I  wish  to  pledge  to 
you,  to  all  those  connected  with  Clark  University,  and  to  all 
the  friends  of  this  University,  that  I  will  do  my  best  to  carry 
forward  the  noble  work  which  has  here  been  so  well  begun. 
I  trust  this  institution  may  continue  to  serve  as  an  effective 
organization  dedicated  to  high  ideals  in  American  education 
and  in  the  development  of  productive  scholarship. 


ADDRESSES  OF  GREETING 

FOR  THE  UNDERGRADUATES 

William  J.  Higginson,  '21 

Sometime  we  hope  we  shall  look  back  upon  this  day  through 
the  mist  that  descends  during  those  years  intervening  between 
youth  and  old  age.  Carried  on  by  the  full  flood  of  reminis- 
cence, we  shall  in  that  future  understand  this  experience, 
purged,  as  it  will  then  be,  of  its  dross  and  clothed  in  its 
prophetic  robes.  Were  we  to  view  the  scene  now  passing 
before  us  with  the  eyes  experience  and  long  years  will  bring 
to  our  service,  no  undergraduate  body  would  be  sufficiently 
presumptuous  to  send  one  of  its  own  upon  this  platform. 
Even  now  the  honor  of  speaking  before  those  here  assembled 


Clark    University 


would  be  overwhelming  were  it  not  for  the  joy  which  inspires 
every  son  of  Clark  on  this  occasion.  We  this  day  are  cele- 
brating two  birthdays,  and  have  that  solemn  joy  which  leaves 
its  indelible  mark  upon  every  passing  moment. 

To-day  is  Founder's  Day.  We  are  gathered  at  this  time 
with  a  double  purpose.  To  commemorate  the  birth  of  Jonas 
Gilman  Clark  is  a  portion  of  this  purpose.  Though  he  is  per- 
sonally unknown  to  the  majority  of  us,  who  among  those  who 
have  gone  before  has  more  right  to  our  deepest  devotion? 
His  wife  said  of  him  in  the  simple  words  of  affection  which 
illuminate  every  page  of  her  In  Memoriami:  "Posterity  is 
his  heir,  and  his  most  enduring  memorial  the  far  reaching 
influence  of  the  University  he  has  founded."  We  are  this 
posterity;  we  are  those  to  whom  he  looked  for  the  spreading 
of  that  far  reaching  influence,  his  most  enduring  memorial. 
The  institution  we  call  our  own,  in  its  demands  for  construc- 
tive thought  on  soeial  development,  for  purposeful  thinking 
on  fundamental  human  problems,  and,  above  all,  for  sanity 
in  citizenship,  has  followed  a  straight  line  of  duty.  Is  it  not 
then  for  us  to  pledge,  or  repledge,  ourselves  this  day  to  the 
great  work  left  to  his  heirs  by  the  Founder  of  Clark 
University  ? 

To  commemorate  the  birth  of  our  Founder  on  this  first  day 
of  February,  nineteen-twenty-one,  would  almost  in  itself  war- 
rant such  a  gathering.  But  this  is  a  day  among  days.  We 
are  here  to  celebrate  a  first  birthday,  to  celebrate  the  formal 
birth  of  Dr.  Wallace  Walter  Atwood  into  Clark  life.  Dr. 
Sanf ord  and  Dr.  Hall  withdrew  so  quietly  from  our  midst  that 
our  grief  at  their  departure  became  momentarily  lost  in  our 
surprise.  Dr.  Atwood  has  so  quietly,  yet  vigorously, 
entered  upon  the  manifold  duties  accorded  to  his  high  office 
that  we  feel  he  has  been  with  us  always.  We  cannot  help 
but  be  touched  with  sorrow  that  those  whom  we  love  and 
who  served  us  with  long  years  of  faithful  endeavor  are  no 
longer  our  leaders;  we  cannot  but  rejoice  that  one  has  been 
chosen  to  the  place  of  leader  whom  we  ourselves  would  have 
chosen  had  the  choosing  been  ours. 

My  pleasure,  Sir,  is  therefore  unbounded .  in  being  per- 
mitted to  call  you  Our  President.    We  are  to  be  congratulated 


I  nau  a  II  ration 


in  that  we  have  this  pleasure.  Our  devotion  to  Clark,  to  her 
ideals,  and  to  all  for  which  she  has  stood  in  the  past,  we 
pledge  to  you.  The  duties  and  the  burdens  you  alone  must 
bear  we  would  help  you  carry  were  it  in  our  feeble  power 
to  so  be  of  service.  Whatever  is  ours  to  do,  come  that  privi- 
lege now  or  in  the  future,  in  your  service  we  shall  strive  to 
the  uttermost.  May  the  honors  crowning  the  President  of 
Clark  University  be  yours  long  to  enjoy;  may  Clark  under 
your  guidance  increasingly  proclaim: 

''Let  there  be  light." 

FOR  THE  ALUMNI  ASSOCIATION  OF  THE  COLLEGE 
Clarence  Prouty  Shedd,  '09 

The  Alumni  of  a  university  are  its  finished  product.  The 
world  judges  the  university  more  by  this  product  than  it 
does  by  the  extent  and  character  of  its  equipment,  the  scholar- 
ship of  its  teaching  staff  or  the  millions  in  its  endowment 
fund.  Every  college  alumnus  in  his  achievements  and  life 
relationships  is  either  an  argument  for  or  against,  not  only 
his  own  college,  but  the  whole  cause  of  higher  education. 

Energized  by  this  conviction  the  alumni  of  Clark  bring 
to  their  alma  mater  at  this  time  renewed  pledges  of  loyalty, 
affection  and  determined  devotion  to  her  highest  purposes. 
We  are  glad  to  join  with  students,  faculty  and  distinguished 
friends  in  extending  to  him  who  has  come  to  be  our  leader 
greetings  of  sincere  good-will.  President  Atwood,  I  speak 
for  every  alumnus  of  Clark  College  and  University  when  I 
say  that  we  are  yours  to  command.  We  know  that  we  have 
in  you  a  leader  to  whom  we  may  confidently  entrust  the  wel- 
fare of  our  alma  mater.  We  are  made  doubly  glad.  President 
Atwood,  because  your  coming  signifies  to  us  the  early  con- 
summation of  our  desire  for  such  corporate  unity  of  college 
and  university  as  shall  make  Clark  an  even  greater  servant 
of  the  common  good  than  has  been  possible  in  the  past. 

Graduating  from  college  is  very  much  like  leaving  home — 
the  farther  away  you  get  from  the  experience,  the  nearer  in 
its  great  realities  it  seems  to  be  to  you  and  the  more  potent 


Clark    University 


its  influences  on  your  life.  A  student  does  not  sever  his 
connections  with  Clark  at  Commencement;  he  simply  enters 
into  a  relationship  in  which  it  is  his  privilege  to  become  a 
creative  force  at  the  very  heart  of  the  university's  life. 

No  university  can  hope  adequately  to  solve  its  problems 
until  it  has  learned  how  to  command  and  wisely  use  the 
latent  resources  for  creative  service  resident  in  its  body  of 
alumni.  For  good  or  evil  its  alumni  are  unceasingly  influ- 
encing the  life  of  every  college  and  university. 

In  no  part  of  college  life  is  their  influence  so  potent  as  in 
the  extra-curriculum  activities — athletic,  social  and  religious. 
The  way  this  power  is  used  has  a  very  important  bearing 
on  the  problems  and  policies  of  the  universities.  It  can  be 
so  used  as  to  make  it  one  of  the  strongest  constructive  forces 
in  the  life  of  the  university;  or,  it  can  be  so  abused  as  to 
militate  against  the  achievement  of  the  university's  highest 
and  wisest  purposes.  The  Alumni  Association  of  both  College 
and  University  welcome  the  opportunity  of  devising  with 
you,  President  Atwood,  ways  of  utilizing  this  force  for  the 
building  of  a  finer  and  more  serviceable  University. 

Clark  is  neither  blessed  nor  cursed  by  many  traditions. 
As  eastern  universities  count  age,  we  are  very  young;  it  is, 
therefore,  our  high  privilege  to  work  together  as  students, 
alumni  and  faculty  for  the  building  up  of  the  kind  of  tradi- 
tions that  materially  assist  students  not  only  in  the  acquire- 
ment of  knowledge  but  in  the  building  of  character  and  the 
shaping  of  life  purposes.  The  traditions  of  a  university  are 
its  glory  or  its  shame. 

The  Alumni  of  Clark  covet  such  a  relationship  to  the  stu- 
dent body  and  faculty  as  shall  make  them  active  forces  in 
destroying  traditions  that  have  outlived  their  usefulness  as 
well  as  helpful  influences  in  the  creation  of  new  traditions. 

But  there  is  a  concern  greater  than  all  these  others  that 
we  Alumni  have  for  our  alma  mater  and  that  is  that  in  the 
content  of  her  curriculum,  in  the  influence  of  her  policies, 
her  class-room  work  and  the  daily  campus  life,  she  shall  do 
her  part  toward  sending  out  into  life  men  whose  devotion 
to  the  truth  is  so  great  that  the  master  motive  of  their  lives 
is  worthily  to  serve  the  needs  of  the  common  life  of  our 


10  Inauguration 


nation  and  the  world.  The  t£isk  of  a  college  is  not  fulfilled 
by  the  training  of  the  intellect  only,  for  a  trained  intellect 
in  the  possession  of  a  man  who  is  not  sensitive  to  his  social 
responsibilities  may  become  a  power  not  for  good  but  for  evil 
in  a  world  that  is  painfully  striving  to  achieve  a  real  dem- 
ocracy in  every  phase  of  its  life. 

The  Alumni  pledge  to  you,  your  Faculty  associates,  the 
Trustees  and  the  student  body,  our  complete  cooperation  in 
your  continued  efforts  to  make  of  Clark  a  university  of  which 
it  can  be  said  that  the  true  measure  of  its  greatness  is  to 
be  found  in  its  service  to  the  life  of  the  nation  and  the  world. 

FOR  THE  ALUMNI  ASSOCIATION  OF  THE 
UNIVERSITY 

Albert  Potter  Wills,  Ph.  D.,  Sc.  D. 

Professor  of  Mathematical  Physics ,  Columbia  University 
It  is  my  privilege  to-day  to  represent  the  alumni  of  the  uni- 
versity. We  of  the  alumni  are  a  widely  scattered  aggrega- 
tion, of  varied  ages,  of  more  or  less  diversified  interests  and 
activities.  Many  of  us,  probably  most  of  us  are  teachers;  we 
are  proud  of  our  profession;  and  yet  we  are  not,  I  hope, 
incapable  of  smiling  appreciation  of  Mr.  Bernard  Shaw's 
whimsical  aphorism — ''He  who  can  does;  he  who  can't 
teaches. ' ' 

Now  however  widely  separated  geographically,  however 
varied  our  ages,  however  diversified  our  present  interests  and 
activities,  we  are  united  as  alumni  of  Clark  University.  It 
has  been  the  privilege  of  each  of  us  to  reside  for  a  time  in 
this  hospitable  city  of  Worcester;  and  quietly  to  pursue  our 
quest  of  learning  at  its  university  under  the  guidance  of  the 
very  able  body  of  men  constituting  its  faculty.  In  the  last 
stage  of  our  scholastic  training  we  came  for  inspiration  to 
this  university;  to  these  men.  In  looking  back  we  feel  that 
in  so  doing  we  did  well.  Without  trespassing  far  upon  your 
time  I  wish  to  tell  you  why.  In  so  doing  I  speak  as  one  of 
those  whose  acquaintance  with  the  university  began  some- 
thing like  a  quarter  of  a  century  ago. 


C I  ark    U niv er sity  11 

Upon  our  arrival  here  we  found  ourselves  in  a  scholarly 
atmosphere,  ozonized,  so  to  speak,  with  the  spirit  of  pure 
scientific  research.  Here  we  found  fostered  the  pursuit  of 
knowledge,  not  for  material  gain,  but  for  its  own  sake.  Here 
we  were  led  to  appreciation  of  the  lofty  spirit  actuating  the 
men  of  science  of  all  times  in  their  patient  search  for  truth. 
Here  we  learned  to  know  something  of  the  values  of  the  con- 
tributions of  such  men,  through  their  labors  in  laboratory 
and  study,  to  the  general  welfare  and  good  of  all  mankind. 
Here  we  experienced  the  rare  joy  of  original  intellectual 
achievement.  Here  we  were  taught  the  methods  of  scien- 
tific investigation  which,  whatever  the  nature  of  our 
subsequent  careers,  we  have  ever  found  an  invaluable 
asset  in  our  daily  lives.  In  short,  and  by  way  of 
summary:  .  here  we  were  initiated  into  the  order  of 
those  who  understand  the  true  significance  of  the  university 
spirit,  and  who  love  and  reverence  it.  In  the  existence  within 
the  walls  of  any  so-called  university  of  this  somewhat  in- 
tangible thing  we  term  the  university  spirit  is  to  be  found, 
I  think,  the  criterion  as  to  whether  the  institution  is  worthy 
of  its  name. 

This  spirit  was  certainly  dominant  in  this  university  at  the 
time  of  which  we  of  the  older  alumni  are  most  competent  to 
speak;  we  trust  that  it  has  persisted  undiminished  from  then 
till  now;  and  that  it  shall  so  persist  in  the  future  is  the  very 
earnest  hope  of  all  of  us. 


Dr.  Hall — to  you,  sir,  we  express  our  very  grateful  appre- 
ciation :  in  general,  of  your  devoted  services  to  the  university 
from  the  time  of  its  foundation;  in  particular  of  our  very 
prized  heritage  from  you — the  true  university  spirit. 

Dr.  Atwood — ^to  you,  sir,  we  extend  our  warmest  greetings 
and  our  best  wishes  for  success  in  your  administration.  Under 
your  wise  guidance  we  have  full  confidence  that  the  cherished 
traditions  of  Clark  University  will  be  ever  faithfully  main- 
tained. 


12  Inauguration 


FOR  THE  FACULTY 

William  H.  Burnham,  Ph.  D. 

Professor  of  Pedagogy  and  School  Hygiene 

Mr.  President,  it  is  my  privilege  to  bring  the  welcome  of 
the  Faculty.  My  words  of  greeting  are  most  sincere  and 
cordial,  but  they  must  be  brief.  I  come  like  a  messenger  who 
reports  to  a  new  chief  in  the  midst  of  battle;  for,  as  every- 
body knows,  to-day  is  a  time  of  crisis  in  education,  in  higher 
education  no  less  than  in  the  larger  field  we  call  world  civiliza- 
tion. It  has  been  my  lot  to  stand  at  an  outlook  post,  my 
duty  to  watch  the  conflict  and  the  wide  attack  on  the  forts  of 
folly.     If  you  ask  me  what  of  the  battle,  my  report  is  this: 

Frankly  many  leaders  are  doubtful  of  the  outcome.  For 
a  long  time  education  has  been  largely  on  the  defensive.  Many 
of  the  wisest  fear  that  the  problems  to-day  are  too  big  for 
the  human  intellect.  In  recent  years  we  have  devised  mental 
tests,  standard  scales  and  the  like,  an  elaborate  machinery 
for  measuring  human  intelligence,  but  we  find  alarmingly 
little  intelligence  to  measure. 

If  we  should  extend  our  tests  by  adding  certain  ones  in 
regard  to  artistic  and  creative  ability,  and  if  we  could  study 
the  ancient  Athenian  citizens,  we  should  probably  find  that 
they  had  an  intelligence  quotient  as  high  as  that  of  the  more 
prosperous  classes  in  this  country  to-day.  While  our  ability 
to  do  things  has  enormously  increased  during  the  last  2,000 
years,  human  intelligence  in  general  seems  to  be  no  greater 
than  it  was  at  Athens  in  the  days  of  Pericles,  and  superior 
men  are  few.  To  raise  the  level  of  human  intelligence  is  at 
best  a  slow  process.  But  the  problems  of  civilization  demaad 
immediate  solution. 

The  survey  from  my  outlook  post  shows  that  the  first  line 
of  defense,  where  the  superior  men  are  stationed,  is  thin  and 
broken.  It  has  not  saved  us  from  the  disastrous  results  of 
the  great  war.  The  second  line  of  defense,  where  the  teach- 
ers are,  has  already  begun  to  crumble.  For  100,000  places 
there  are  no  teachers  properly  trained.  From  the  third 
line  of  defense,  the  school  children,  referred  to  by  every- 
body as  the  bulwark  of  the  republic,  the  report  is  still  more 


ClarkUniversity  13 

disquieting.  From  a  recent  survey  it  appears  that  a  third 
of  the  children  leave  school  before  the  eighth  grade,  that  on 
an  average  they  complete  but  six  grades,  that  we  are  becom- 
ing a  nation  of  sixth  graders. 

Worst  of  all,  data  from  319  cities,  supported  by  more 
recent  evidence,  show  that  25  per  cent  of  all  the  children  in 
the  public  schools  are  retarded  at  least  one  year,  indicating 
not  only  waste  of  the  public  money,  but  more  serious  waste 
of  human  values  by  the  chagrin  of  failure.  Besides  these 
is  the  vast  army  of  those  who  dawdle  and  slip  by,  never  gain- 
ing the  stimulus  of  any  marked  success.  Surfeited  with  in- 
struction and  with  but  little  training,  they  drop  out  of  school 
with  no  proper  civic  attitude  or  morale. 

Taking  the  field  of  culture  and  science  as  a  whole  it  appears 
that  a  vast  body  of  knowledge  and  some  wisdom  has  been 
accumulated  by  the  cooperation  of  many  workers;  but  that 
folly  often  dominates,  and  even  the  superior  men  are  handi- 
capped by  emotion,  didactic,  eager  to  teach  others  their  own 
opinion,  unable  to  learn  because  they  already  know. 

Such  are  the  evil  tidings.  In  spite  of  them  we  are  hopeful. 
We  need  men  as  leaders  who  can  integrate  the  wisdom  of  a 
social  group.  You,  Mr.  President,  have  this  rare  ability ;  and 
under  your  leadership  we  are  ready  to  renew  the  attack  with 
courage  and  to  try  to  do  our  part  in  the  solution  of  the  great 
problems. 

The  scientific  method  offers  hope  for  a  combined  offensive 
movement  that  will  save  our  civilization;  for  this  gives  pre- 
vision for  significant  facts.  It  trains  to  face  reality  and  to 
correct  one's  reasoning  by  reference  to  facts.  It  develops  an 
attitude  of  facing  difficulties  whether  physical  or  mental.  In 
place  of  hasty  conclusions  and  the  side-stepping  of  difficulties 
it  means  the  problem  attitude,  the  feeling  that  we  are  merely 
at  the  beginning  of  scientific  truth,  that  most  matters  are 
open  questions,  that,  in  the  warfare  against  error  new  and 
old,  we  have  only  just  begun  to  fight. 

We  recognize  that,  in  the  problems  of  education  and  indus- 
try, the  scientific  method  is  quite  as  necessary  as  in  the  labora- 
tory. However  difficult  these  problems,  we  propose  to  use 
this  method  and  to  attack  them  like  men.     Clark  University 


14  Inauguration 


has  sent  out  many  who  are  now  attempting  to  do  this.  I 
have  time  for  but  a  single  illustration. 

Nearly  twenty-five  years  ago  a  student  in  the  psychological 
department  of  this  University  studied  by  the  scientific  method 
the  psychology  of  puzzles.  He  had  his  trials  and  discourage- 
ment. He  persisted,  wrote  his  Doctor's  thesis  on  this  subject, 
made  an  important  contribution,  and,  in  his  own  experience, 
learned  the  significance  of  the  problem  attitude  of  mind, 
the  attitude  of  facing  intellectual  difficulties.  This  student 
is  now  making  a  practical  attack  on  the  great  problems  of 
society.  As  Chancellor  of  the  State  University,  he  is  ap- 
parently the  acknowledged  leader  of  the  intellectual  forces 
of  one  of  our  great  western  commonwealths.  That  he  is  still 
influenced  by  the  attitudes  acquired  when  studying  puzzles 
in  the  psychological  laboratory  of  Clark  University  is  sug- 
gested by  the  following  words  he  used  in  an  address  a  few 
days  ago :  ' '  If  progress  is  to  be  maintained,  the  whole  system 
of  public  education  must  concentrate  its  energies  in  develop- 
ing to  the  utmost  this  problem  solving  passion." 

The  great  aim  of  education  is  the  universal  use  of  the 
scientific  method.  A  fundamental  ideal,  as  old  as  Jesus  and 
Plato,  the  search  for  truth  and  the  courage  to  face  reality, 
lies  at  the  heart  of  it;  and  the  development  of  this  in  the 
phases  of  the  modern  scientific  method,  first  hand  observa- 
tion, experimentation  under  controlled  conditions,  and  veri- 
fication by  reference  to  facts,  together  with  the  attitude  of 
mind  which  this  involves,  the  attitude  of  the  learner,  on  the 
one  hand,  and,  on  the  other,  training  to  see  facts  in  their 
genesis  and  significant  relations,  has  a  two-fold  value:  first, 
in  the  training  of  those  who  use  this  method;  second,  as  the 
only  instrument  by  which  truth  can  be  obtained. 

This  is  no  discrimination  against  the  humanities;  for  to- 
day they  use  the  same  method;  and  any  subject  is  a  scientific 
subject  as  soon  as  it  is  studied  by  the  scientific  method;  and 
any  subject  is  a  cultural  subject  as  soon  as  the  cultural  aspect 
of  it  is  the  dominant  aspect. 

Where  shall  the  world  turn  in  time  of  crisis  if  not  to  the 
universities?  While  the  problems  for  universities  are  many, 
a  few  things  are  clear:    They  must  train  to  the  scientific 


Clark    University  15 

method;  they  must  devote  themselves  to  research,  they  must 
specialize  (except  for  some  future  billion  dollar  university 
they  can  do  no  other).  And  that  specialization  may  not 
defeat  its  own  end;  that  it  may  not  amount  to  the  mere  col- 
lection of  isolated  facts  without  ability  to  see  their  meaning, 
the  university  must  provide  means  for  training  students  to 
see  significant  facts  and  to  study  them  in  their  wider  rela- 
tions. A  beginning  can  be  made  by  making  more  ample  pro- 
vision for  libraries,  containing  the  important  literature  in  all 
subjects  and  all  sciences,  and  by  museums  giving  illustration 
of  the  evolution  of  science  and  culture.  This  can  be  sup- 
plemented also  by  courses  in  science  and  the  history  of  cul- 
ture that  aim  especially  to  point  out  significant  relations. 
A  concrete  example  of  such  a  course  is  that  on  the  history 
of  science  given  by  Dr.  Sanford  in  this  University. 

Thus  the  key  words  of  university  education  to-day  are 
specialization,  cooperation,  the  study  of  things  in  their  genesis 
and  significant  relations,  research,  individual  autonomy, — all 
of  these,  Mr.  Presidents  in  a  peculiar  sense,  represent  Clark 
University  ideals  and  methods.  Since  they  are  also  your  ideals 
you  will  find  the  atmosphere  of  this  University  congenial. 

Of  this  Faculty  I  need  hardly  speak.  Some  of  us  are 
realists,  some  are  humanists,  all  hard  workers,  all  enthusi- 
astic.    For  all  I  can  pledge  cooperation  in  loyal  service. 

You  will  find  the  Faculty  very  zealous  for  the  ideals  of 
science  and  scholarship ;  proud  also  that,  with  small  resources, 
Clark  University  has  contributed  so  much  to  scientific  knowl- 
edge; that  the  influence  of  its  spiritual  founder,  G.  Stanley 
Hall,  has  now  spread  throughout  the  world;  that  the  best 
books  in  perhaps  a  score  of  subjects  were  written  by  Clark 
men.  They  are  proud,  too,  that  Clark  students  are 
workers,  that  the  undergraduates  do  a  man's  job,  that 
the  graduates  share  the  zest  of  the  scientific  worker;  that 
Clark  men,  graduates,  undergraduate  and  alumni,  offered 
their  services  and  their  lives  in  the  Great  War;  proud 
also  of  the  memory  of  former  colleagues.  Whitman, 
Michelson,  Donaldson,  and  the  rest.  Time  would  fail  me 
to  tell  their  achievements;  but  I  cannot  forbear  to  call  the 
roll,  short  but  illustrious  of  those  who  have  fallen  in  the 


16  Inauguration 


harness, — ^Wright,  distinguished  public  servant  and  efficient 
executive ;  Hoyt,  beloved  teacher ;  Theodate  Smith,  student  of 
childhood  and  generous  helper;  Chamberlain,  great  scholar 
and  many-sided  humanist;  Baird,  trustworthy  scientist  and 
incomparable  teacher. 

While  the  Faculty  welcome  you  as  custodian  of  the  intra- 
mural assets  of  the  University,  its  library,  laboratories,  ap- 
paratus and  the  like,  they  greet  you  also  as  guardian  of  these 
priceless  extra-mural  assets,  and  these  sacred  archives  with 
their  memories,  traditions,  and  ideals, — its  spiritual  assets. 

We  welcome  you  with  still  greater  confidence  because  we 
know  you  will  never  be  content  to  be  on  the  defensive ;  chang- 
ing the  figure  from  the  land  to  the  sea,  that  you  will  never  be 
satisfied  to  drift  with  the  tide,  and  will  never  mistake  mere 
motion  for  progress.  An  old  figure  of  speech,  credited  to 
G.  Stanley  Hall,  but  probably  much  older,  wall  be  new  to 
some.  This  represents  the  good  ship  education  as  on  her 
way,  afloat  with  all  flags  flying,  and  all  sails  set,  and  bound — 
nobody  knows  whither.  This  represents  the  universal  fallacy 
in  education,  the  supposition  that  movement  represents 
progress. 

Adapting  this  figure  to  the  present  crisis,  we  greet  you, 
Mr.  President,  as  a  safe  pilot  for  the  good  ship  education, 
and  while  you  must  trim  the  sails  to  catch  the  fleeting  breeze, 
we  are  confident  you  will  keep  the  rudder  true  to  a  definite 
goal, — the  goal  picturesquely  represented  by  our  University 
motto — Fiat  Lux— which  means  the  spirit  of  the  learner,  re- 
search, the  scientific  ideal  and  attitude. 


FOR  OTHER  EDUCATIONAL  INSTITUTIONS 

Harry  Pratt  Judson,  LL.  D. 
President  of  the  University  of  Chicago 

I  am  glad  to  be  able  on  this  occasion  to  say  a  word  on 
behalf  of  institutions  in  the  western  part  of  the  country; 
that  is,  I  suppose  Chicago  is  west,  from  the  Commonwealth  of 
Massachusetts,  on  whose  extreme  western  border  I  had  the 
honor  of  getting  my  own  college  training.     Yet,  as  I  have 


Clark    V  niv  er  sit  y  17 

been  in  different  parts  of  the  world,  I  have  noticed  that  points 
of  the  compass — saving  the  presence  of  the  geographers  pres- 
ent, among  whom  is  your  President — that  points  of  the  com- 
pass depend  upon  one's  local  habitat. 

Some  years  ago,  in  the  city  of  Seattle,  I  was  talking  with 
a  lady  who  was  telling  me  what  she  had  done  with  her  chil- 
dren. Her  son  she  had  sent  to  the  University  of  the  State 
of  Washington,  but  her  daughter,  from  whom  she  desired  a 
college  of  an  earlier  civilization,  she  had  sent  esist  to  school, 
she  said.  I  said  to  her,  ''Yes  that  is  wise.  Where  is  your 
daughter?"  She  said,  "In  Denver,  Colorado."  As  I  say, 
the  points  of  the  compass  depend  upon  one's  local  habitat. 

I  have  a  peculiar  pleasure  in  taking  part  in  these  exercises 
to-day,  from  my  early  relationship  both  to  the  retiring  Presi- 
dent and  the  incoming  President.  It  is  a  case  of  "Roi  est 
mort,  vive  le  roi."  I  had  the  honor  of  being  a  freshman  in 
Williams  when  G.  Stanley  Hall  was  a  senior.  The  wisest 
man  you  ever  will  know  is  a  senior  when  you  are  a  freshman, 
and  in  the  presence  of  Dr.  Hall  I  confess  to  this  day  I  feel 
myself  a  freshman!  And  as  for  Dr.  Atwood,  why,  bless  his 
heart,  I  knew  him  as  a  freshman!  he  was  in  my  own  class 
as  a  student  in  college.  Young  men,  if  you  can  be  as  faithful, 
as  able  a  student,  and  as  loyal  a  good  fellow,  as  he  was,  you 
will  do  mighty  well. 

Leadership  in  a  university  is  a  privilege  in  these  days.  The 
university  is  not  made  by  numbers,  by  piles  of  buildings,  or 
by  great  endowments ;  the  real  university  is  a  group  of  serious- 
minded  scholars  gathered  together  for  the  pursuit  of  science ; 
they  may  be  few,  they  may  be  many,  it  matters  not,  the  pur- 
pose is  what  counts.  It  is  new  truths  which  the  world  needs, 
new  knowledge  and  its  application  to  human  minds.  It  was 
this  eager  search  for  truth  that  gave  Pasteur  the  solution  of 
one  great  mystery  and  brought  about  a  potent  means  of  guard- 
ing human  life  from  many  perils.  The  advance  of  science 
measures  the  size  of  the  stars  and  calculates  their  distance 
in  space.  Other  searchers  crack  the  mystery,  the  strata,  that 
make  the  earth,  for  the  uses  of  man. 

Not  many  years  ago  there  were  some  that  thought  the  great 
discoveries  had  all  been  made  and  that  little  remained  to  be 


18  Inauguration 


delved  into.  Since  then  we  have  found  radio  activity,  we 
have  disentangled  metals  which  before  had  seemed  but  one, 
we  have  made  it  evident  that  the  great  revelations  are  per- 
haps in  the  near  future.  The  scholarship  of  the  Middle 
Ages  looked  to  the  past.  The  University  of  To-day  is  look- 
ing into  the  future. 

The  inevitable  tendency  of  educational  organization  among 
us,  I  suppose,  is  towards  permanence.  Change  becomes  more 
difficult  as  the  years  pass.  The  reasons  are,  perhaps,  many 
but  they  are  obvious  enough.  It  is  queer  but  I  believe  true, 
that  on  the  whole  the  most  conservative  people  in  the  world 
are  the  college  students.  The  reason  is,  tradition  grows  up 
so  rapidly;  three  or  four  years  are  enough  to  make  a  tradi- 
tion like  that  for  all  time. 

The  new  university  should  be  above  all  plastic,  not  only 
should  it  be  open  to  all  proposed  new  ideas  but  at  any  time 
for  help  along  experimental  lines.  Unless  proposed  changes 
of  method  can  be  tried,  there  can  be  no  progress.  Every 
year  should  see  some  new  test  developed,  education  should 
be  the  constant  quest,  as  indeed  should  be  all  science.  What 
college  man  beyond  middle  life  to-day  would  recognize  the 
physics  and  chemistry  of  the  present  as  that  of  his  youth? 
Manufacturing,  business,  show  this  quick  response  to  new 
conditions.  The  keen  business-man  is  quite  ready  to  scrap 
worn-out  methods  or  machinery,  to  sacrifice  actual  values  for 
the  prospect  of  greater  ones.  Of  course,  his  motive  is  direct, 
he  has  the  incentives  of  the  hope  of  gain,  the  fear  of  loss. 
The  college  man  has  neither.  What  can  we  substitute  for 
these  in  the  case  of  education,  the  professions?  Nothing,  I 
fancy,  but  professional  enthusiasm.  The  teacher,  whether 
in  university  or  common  school,  can  do  very  little  that  has 
stimulus.  The  architect  erects  a  bridge  of  steel  and  stone 
that  stands  for  centuries.  The  educator's  work  is  lost  among 
the  grind  of  affairs  that  hold  humanity.  There  remains  for 
him  the  motive  not  merely  of  faithfully  doing  a  duty  but 
devotion  to  progress,  the  creation  of  new  things — ^that  is 
motive  enough  for  a  life  beyond  the  prospect  of  great  gain 
in  money  but  shows  the  prospect  of  great  gain  in  spiritual 
values. 


Clark    U niv  ersity  19 

The  President  inaugurated  to-day  I  have  known  through 
the  greater  part  of  his  life,  as  a  student,  as  a  colleague  on 
the  faculty.  I  know  he  has  the  spirit  of  progress,  I  know 
the  institution,  under  his  guidance,  may  look  confidently 
towards  leadership  in  American  thought.  I  congratulate 
President  Atwood  on  Clark  University.  I  congratulate  Clark 
University  on  President  Atwood. 

Dr.  Frank  Morley 
Professor  of  Mathematics  in  the  Johns  Hopkins  University 

It  falls  to  me  to  convey  to  Clark  University  and  to  its 
new  President  the  greetings  and  good  wishes  of  the  Johns 
Hopkins  University. 

The  honor  falls  to  me  because  the  ties  of  Clark  University 
and  the  Johns  Hopkins  University  are  especially  close.  They 
have  similar  origins,  similar  ambitions,  and  I  doubt  not,  simi- 
lar difficulties. 

I  am  to  be  brief.  I  am  glad  of  this  for  your  sakes, 
remembering  that  a  speech  is  like  a  wheel,  the  longer  the 
spoke  the  greater  the  tire. 

There  are  two  main  views  of  the  question  of  education, 
the  vocational  and  the  avocational.  In  the  former  the  aim  is 
to  make  a  living,  in  the  latter  the  aim  is  to  live.  The  problem 
for  each  one  of  us  is  how  to  combine  these,  how  not  to  sacrifice 
the  latter,  how  not,  as  the  Roman  said  Propter  vitam  vivendi 
perdere  causas. 

Now  a  university  should  arrange  itself  about  a  central  core 
or  hub.  I  cling  to  the  belief  that  the  central  idea  of  a  uni- 
versity is  the  idea  of  avocational  education,  something  that 
takes  the  student  for  a  season  far  from  the  getting  and  spend- 
ing of  ordinary  life,  and  gives  him  or  her  the  sense  of  travel 
and  adventure  in  matters  of  the  mind.  Its  primary  function 
is  to  guard  and  exhibit,  and  if  possible  augment,  the  treasures 
of  science  and  of  literature,  to  teach  in  a  wide  sense  reading 
and  arithmetic ;  and  its  primary  hope  is  that  the  reading,  and 
the  arithmetic  may  lead  ardent  minds  to  feel  and  think  largely, 
and  even  to  write. 


20  Inauguration 


Such  a  core  of  a  university  is  a  gate  to  the  land  of  fairies. 
There  are  fairies,  for  example  the  electrical  class,  which  do 
our  drudgery  for  us;  there  are  others  which  have  the  secrets 
of  health;  but  the  point  is  that  fairies  do  not  exist  for  these 
purposes,  and  the  best  of  them  are  only  found  when  they 
are  sought  in  the  proper  university  spirit,  without  refer- 
ence to  their  immediate  utility. 

The  effect  of  such  a  university  on  a  community  which  will 
make  use  of  it  is  very  noticeable.  A  mind  that  has  fought 
to  know  something  which  is  not  known,  or  been  present  at 
a  good  lively  fight  of  this  kind,  or  even  followed  the  story 
of  how  we  came  to  know  what  we  do,  in  some  worthy  field,  is 
intellectually  saved.  The  man  follows  his  vocation  but  with 
a  difference.  And  he  is  eternally  grateful,  provided  that  he 
was  not  misled  into  thinking  that  his  glimpse  of  fairyland 
was  to  be  a  quick  financial  asset.  Incidentally  he  will  see  to 
it  that  the  university  shall  survive  and  prosper  so  long  as  it 
can  with  a  clear  conscience  quote  the  text: 

"Make  not  my  Father's  house  an  house  of  merchandise." 

Around  the  central  core  of  a  great  university  are  the 
schools  which  minister  to  human  needs,  the  schools  of  Medi- 
cine, of  Law,  of  Engineering  and  so  on.  Now  it  is  entirely 
possible  and  at  present  easy  to  get  in  these  schools  the  broad 
detached  instruction  and  the  consequent  intellectual  stimulus, 
and  when  the  stimulus  is  thus  to  be  had  there  is  probably  no 
better  way  to  get  it.  You  have  at  one  stroke  the  beautiful 
and  the  useful.  But  there  is  a  real  danger,  if  the  grove  of 
Academe  is  entirely  surrounded  by  these  schools.  The  heart 
of  the  whole  thing  is  weakened  and  the  schools  will  probably 
degenerate.  That  a  university  should  shortsightedly  become 
a  group  of  professional  and  technical  schools,  devoted  to  the 
immediate  needs  and  perhaps  the  immediate  greeds  of  the 
community  is  as  natural  and  possibly  as  proper  as  for  an 
eager  romantic  youth  to  become  a  care-worn  breadwinner, 
but  I  think  that  the  institution  has  ceased  to  be  a  university. 

If  this  is  so  then  a  case  is  made  out  for  the  small  uni- 
versity, which  grows  slowly  and  can  properly  care  for  such 
schools  as  it  sees  fit  to  add;  and  a  city  such  as  this  which 


Clark    University  21 

is  fortunate  enough  to  have  such  a  university  will  be  wise, 
for  its  own  sake,  to  form  acquaintance  with  its  resources,  to 
foster  it  as  the  finest  possible  place  of  mental  vocation,  and 
even  to  cherish  it  as  sanctuary. 

FOR   THE    COMMONWEALTH   OF   MASSACHUSETTS 

His  Excellency  Channing  H.  Cox 
Governor  of  Massachusetts 

It  is  an  unusual  privilege  to  be  permitted  to  bring  to 
this  happy  occasion  the  greetings  of  the  Commonwealth  of 
Massachusetts,  to  whose  interests  all  of  us  are  devoted  and 
in  whose  service  this  afternoon  we  are  enlisting  a  great 
educator. 

It  is  splendid  to  know  of  the  strength  and  enthusiasm  of 
the  alumni  and  friends  of  Clark.  It  is  fine  to  know  that  this 
University,  which  has  so  worthily  lived  its  days,  which  has 
so  amply  justified  its  existence,  stands  to-day  looking  to  the 
future  with  courage  and  confidence,  rejoicing  in  its  new 
leadership  and  sure  of  its  mission. 

To  a  peculiar  extent  we  in  Massachusetts  are  dependent  in 
an  economic  sense,  in  a  political  and  social  way,  upon  the 
maintenance  of  our  educational  institutions.  Here  we  have 
no  great  deposits  of  precious  ore,  iron,  coal,  we  have  no  great 
rolling  prairie  lands,  we  have  no  great  stretches  of  timber, 
we  are  not  rich  in  a  reserve  of  natural  resources;  but  it  has 
always  been  a  part  of  our  fundamental  thought  that  our 
people  could  compete  successfully  with  the  people  anywhere, 
provided  we  maintained  an  aggressive  policy  of  education  by 
means  of  which  our  human  resources  might  be  developed  to 
the  full.     And  so,  we  rejoice  at  what  we  see  to-day. 

From  the  point  of  view  of  our  material  prosperity,  or 
from  the  larger  consideration  of  our  duty,  to  develop  Amer- 
ican citizenship,  we  must  not,  in  Massachusetts,  sacrifice  our 
educational  leadership. 

Clark  University,  which  has  summoned  us  here  to-day  on 
this  happy  occasion,  has  played  a  prominent  part  in 
giving  us  educational  leadership.     I  believe  that  the  Univer- 


22  Inauguration 


sity  is  destined  to  play  a  more  prominent  part  still.  The 
founder  of  this  University  gave  his  endowment  because  he 
had  a  vision  of  what  such  a  university  could  do.  From 
the  very  day  that  he  founded  this  University,  always  there 
have  been  men  who  counted  sacrifice  a  joy  if  they  could  but 
add  to  the  strength  and  permanency  of  this  institution.  Its 
faculty  has  stayed  here,  educating  educators,  doing  work  of 
the  highest  good  for  the  community,  oftentimes,  I  imagine, 
almost  tempted  to  accept  calls  more  alluring,  but  here  re- 
maining, here  laboring  on,  because  they  believed  that  the 
University  was  fulfilling  its  purpose. 

And  so.  Doctor  Atwood,  in  welcoming  you  to-day  to  the 
service  not  alone  of  Clark  University  but  of  the  Common- 
wealth of  Massachusetts,  I  too,  rejoice  with  you  as  I  hear 
the  pledge  of  the  Trustees,  of  the  Undergraduates,  of  the 
Alumni,  of  the  Faculty,  and  of  the  Friends  of  Clark  Uni- 
versity. I  may  assure  you  that  you  have  at  your  command 
an  army  of  loyal,  devoted  followers,  who  are  sincere  as  they 
proclaim  their  belief  in  this  University  and  who  are  deter- 
mined that  under  your  leadership  its  banner  shall  go  on  to 
new  heights  of  victory,  to  new  fields  of  service. 


EEPLY  TO  GREETINGS 

President  Wallace  W.  Atwood 

Your  Excellency,  the  Governor  of  Massachusetts,  Your 
Honor,  the  Mayor  of  Worcester,  Students,  Alumni,  Faculty, 
and  Trustees  of  Clark  University,  Delegates  of  other  Institu- 
tions, Ladies  and  Gentlemen: 

The  words  which  we  have  just  heard  from  the  representa- 
tive of  the  younger  students  in  the  University  are  an  inspira- 
tion to  any  one  who  is  truly  interested  in  educational  work. 
It  is  the  new,  fresh,  vigorous  life  that  comes  into  such  an 
institution  as  this  each  year  that  encourages  all  of  us  to 
continue  in  service  and  do  our  best  in  training  American 
citizens. 

In  the  few  months  that  I  have  been  in  Worcester  I  have 
come  to  have  a  very  high  respect  for  the  young  men  in  the 


ClarkUniversity  23 

collegiate  division  of  Clark  University.  I  appreciate  that 
they  are  a  carefully  selected  group  of  men  who  really  want 
an  education,  who  have  in  many  cases  before  entering  college 
taken  large  responsbilities,  and  who  show  each  day  that  they 
are  equal  to  taking  still  greater  responsibilities.  I  trust  that 
many  of  them  may  later  join  the  graduate  students  in  their 
devotion  to  research  and  to  professional  work.  To  all  stu- 
dents in  Clark  University  I  extend  my  most  sincere  greet- 
ings, and  I  wish  to  assure  them  that  it  is  a  pleasure  to  work 
with  and  for  them. 

I  appreciate  that  the  alumni  of  this  institution  form  a  very 
important  part  of  our  organization.  They  are  at  present 
represented  on  our  Board  of  Trustees  by  the  President  and 
Secretary  of  that  Board.  Among  those  who  were  members 
of  the  graduate  school,  one  is  a  U.  S.  Senator,  9  are,  or  have 
been,  college  presidents,  220  are  university  or  college  pro- 
fessors, and  many  are  connected  with  high  schools  or  normal 
schools. 

In  extending  to  them  my  sincere  greetings  I  urge  them 
to  continue  their  interest  and  association  with  this  institu- 
tion. They  will  look  back  with  pride  and  with  a  peculiar 
pleasure  upon  any  part  they  may  take  in  promoting  a  perma- 
nent institution  dedicated  to  high  ideals  of  service  to  mankind. 

The  message  from  the  Faculty  affects  me  deeply.  I  have 
already  learned  of  the  high  scholarship  and  high  character 
of  the  members  of  this  faculty.  Our  progress  here  will  depend 
largely  upon  the  esprit  de  corps  within  the  institution,  and 
I  wish  to  join  with  you  in  pledging  loyalty  to  Clark  Uni- 
versity. I  intend  to  continue  in  active  instructional  work. 
This  will  keep  me  in  close  sympathy  with  all  of  you  and 
in  intimate  association  with  the  problems  of  the  classroom 
and  the  seminar.  It  is  for  us  to  so  strengthen  our  work  in 
the  collegiate  and  graduate  divisions  that  Clark  University 
may  continue  to  rank  high  among  the  institutions  of  learning 
in  America  and  in  the  world. 

To  all  those  who  have  come,  and  to  you  who  have  spoken, 
on  behalf  of  other  institutions  and  brought  to  us  such  cordial 
encouragement,  I  wish  to  express  my  sincere  gratitude.  You 
represent  on  this  occasion  a  wonderful  organization  of  educa- 


24  Inauguration 


tional  workers  in  America.  We  should  be  in  close  sympathy 
with  each  other  and  guided  by  the  highest  of  ideals  for 
American  life,  for  what  we  teach  will  have  a  profound  influ- 
ence upon  the  sentiments  and  ideals  of  the  people  who  con- 
stitute this  nation. 

Your  Excellency,  Governor  of  the  State  of  Massachusetts: 
You  have  greatly  honored  us  in  being  present  on  this  occa- 
sion. We  know  that  as  a  college  man  and  as  a  public  officer 
you  have  an  intelligent  and  sympathetic  interest  in  higher 
education.  Undoubtedly  you  consider  that  much  of  your  own 
work  is  educational,  and  we  wish  to  assure  you  that  it  is  our 
desire  to  co-operate  with  you  in  every  way  that  we  can  in 
serving  the  Commonwealth  of  Massachusetts. 


INAUGURAL  ADDRESS 

The  New  Meaning  of  Geography  in  American  Education 

I  have  decided  not  to  take  this  opportunity  to  dwell  upon 
general  principles  of  education,  or  to  explain  why  a  Uni- 
versity exists.  Some  of  you  may  be  disappointed;  others 
may  be  greatly  relieved.  I  prefer  to  turn  directly  to  the  con- 
sideration of  certain  conditions  in  this  country  which  may 
indicate  to  you  the  significance  in  the  new  plans  that  have 
been  made  for  Clark  University.  First  let  us  review  briefly 
a  few  salient  facts  in  history. 

I 

We  shall  celebrate  in  America  this  year,  in  various  ways, 
the  300th  anniversary  of  the  coming  of  a  little  boat  into  the 
harbor  of  Plymouth  and  the  establishment  of  a  colony.  At 
about  the  same  time  that  the  Plymouth  Colony  was  founded 
several  other  colonies  were  established  along  our  Atlantic  sea 
coast.  For  a  little  more  than  150  years  the  colonists  in  this 
new  land  remained,  for  the  most  part,  east  of  the  Appalachian 
Highlands.  Their  trade  was  chiefly  with  the  countries  of 
Western  Europe  and  the  West  Indies.  The  physical  barrier 
on  the  west  delayed  migration,  and  possibly  the  Indian  tribes 
discouraged  some  from  attempting  to  move  westward.  It 
is  certain  that  there  were  no  easy  means  of  transportation 
from  the  Atlantic  coast  into  the  interior  of  the  country. 
The  concentration  of  these  colonists  led  them  to  have  many 
interests  in  common,  and  in  the  end  led  to  the  establishing 
of  a  new  nation. 

At  the  close  of  the  Revolutionary  War  there  was  a  pro- 
nounced impetus  given  to  western  migration,  and  in  the 
period  of  about  150  years  since  that  war  there  has  been  in 
this  country  the  most  remarkable  expansion  and  the  most 
remarkable  development  of  natural  resources  recorded  in 
human  history.  In  the  first  few  decades  the  broad  prairie 
lands  of  the  Mississippi  Valley  were  settled,  and  several 
states  established.    The  great  wealth  of  furs  in  the  Northwest 


26  Inauguration 

and  the  discovery  of  gold  near  the  Pacific  coast  induced 
many  venturesome  spirits  to  push  beyond  the  valley  of  the 
Mississippi  and  that  of  the  Missouri,  across  the  Great  Plains, 
through  the  Rocky  Mountains  and  the  desert  regions,  and 
finally  over  the  high  Sierras  to  the  beautiful  valley  lands 
bordering  the  Pacific  Coast. 

Following  the  Civil  War  came  a  renewed  impetus  to  west- 
ward migration.  More  and  more  of  the  western  part  of  our 
country  was  appropriated  by  settlers.  More  and  more  of 
our  mineral  resources  were  discovered  and  developed.  Dur- 
ing the  same  period  came  the  construction  of  railroads  on  a 
remarkable  scale,  and  the  rapid  settlement  and  great  indus- 
trial development  of  this  nation  has  been  largely  due  to  the 
wonderful  facilities  which  the  railroads  have  furnished. 

With  the  expansion  of  our  great  agricultural  and  manu- 
facturing industries  there  has  come  the  demand  for  foreign 
markets.  That  demand  is  especially  strong  today,  because 
we  now  have  the  ability  to  produce  food  supplies  and  many 
useful  articles  far  beyond  our  immediate  needs.  Further- 
more, we  need  raw  materials  from  foreign  lands  to  maintain 
certain  of  our  industries.  For  example  we  do  not  yet  pro- 
duce rubber  or  silk  in  any  appreciable  amount. 

We  have  as  a  nation  taken  on  the  responsibility  of  caring 
for  many  other  peoples.  With  the  purchase  of  Alaska  came 
the  responsibility  of  educating,  and  in  many  cases  supporting, 
the  native  Indians  and  Eskimos  of  that  land. 

As  we  have  acquired  the  Philippines,  Hawaii,  the  Samoan 
Islands,  Porto  Rico,  the  Virgin  Islands,  and  the  Panama 
Canal  Zone,  we  have  assumed  duties  as  a  nation  which  have 
broadened  our  interest  in  the  world  and  in  the  various  peoples 
of  the  world.  In  the  last  decade  our  national  experiences 
have  led  us  to  appreciate  more  keenly  than  in  all  the  time 
before  that  we  are  vitally  concerned  with  almost  everything 
that  goes  on  in  this  world.  No  great  disturbance  in  the 
economic  or  social  life  of  any  nation  can  take  place  without 
affecting  us.  Moreover,  we  have  come  to  appreciate  more 
keenly  our  moral  responsibility.  We  tried  to  meet  this  in 
the  great  world  war,  and  as  a  nation  we  may  be  justly  proud 
of  the  part  which  we  played;  proud  not  only  of  the  work 


ClarkUniversity  27 


that  the  men  did  who  went  to  the  Front  but  of  the  way  in 
which  every  American  citizen  co-operated  to  make  possible 
the  service  which  we  rendered.  At  the  Peace  Conference 
we  were  fortunate  in  not  having  any  old  scores  to  adjust, 
and  we  had  no  desire  to  take  lands  or  possessions  of  other 
peoples. 

During  the  period  of  rapid  expansion  and  of  rapid  develop- 
ment in  industry  and  commerce,  the'  horizon  of  the  American 
people  has  been  so  broadened  that  it  has  become  world  wide. 
Since  the  meeting  at  Versailles  we  have  appreciated  our 
increased  interest  in  foreign  affairs.  This  is  reflected  in 
our  newspapers  and  periodicals,  in  public  addresses,  and  in 
personal  conversations.  Almost  every  publication  which 
comes  to  our  hands  today  contains  some  reference  to  a  foreign 
land.  Many  of  our  periodicals  are  publishing  maps  and 
describing  the  resources  in  distant  lands.  Great  corpora- 
tions have  been  formed  for  the  promotion  of  foreign  trade. 
Our  state  department  has  recognized  the  geographic  pro- 
fession, and  is  building  up  a  department  of  geographers. 
Certain  states  have  appointed  experts  to  direct  and  promote 
the  teaching  of  geography.  The  army  has  a  department  of 
geography  in  its  war  college.  The  Civil  Service  Commission 
now  recognizes  the  profession  of  geography. 

During  the  period  of  American  expansion  we  have  dis- 
covered and  somewhat  clearly  defined  the  natural  resources 
of  this  country.  We  appreciate  that  these  resources  are 
remarkable  in  extent  and  in  variety,  but  that  they  are  lim- 
ited in  amount.  They  have  led  to  the  development  of  great 
wealth,  and  even  with  the  ever-increasing  population  there 
has  been  an  abundance  for  all  who  would  put  forth  a  reason- 
able amount  of  effort. 

The  time  has  come,  however,  when  these  resources  have 
been  largely  appropriated.  There  are  now  very  limited 
areas  of  land  open  to  public  entry,  and  those  lands  are  in 
many  cases  not  desirable.  The  coal,  oil,  gas,  and  many  of 
the  metallic  resources  have  been  appropriated.  Our  forests 
have  been  largely  exhausted.  When  our  ancestors  canie  to 
this  land  about  45%  of  it  was  covered  by  forest  growth. 
Today  the  forested  areas  of  New  England  are  very  limited. 


28  Inauguration 


The  forested  region  of  the  Great  Lakes,  which  furnished  an 
abundance  of  lumber  during  the  period  of  settlement  and 
made  possible  the  shipment  of  wood  and  wood  products  to 
other  parts  of  the  country  and  of  the  world,  is  now  so  depleted 
that  about  six  million  dollars  worth  of  wood  products  are 
being  imported  each  year  into  the  region  of  the  Great  Lakes. 
We  are  now  drawing  largely  upon  the  forests  of  the  South, 
but  it  is  estimated  that  Vithin  a  few  decades  those  forests 
will  be  exhausted,  and  our  one  large  reserve  will  be  far  off 
to  the  northwest,  whence  the  cost  of  transportation  must 
always  be  very  heavy. 

We  cannot  now  as  individual  citizens  select  and  have  for 
the  asking  rich  farm  lands,  great  coal,  oil,  or  gas  fields,  or 
valuable  forest  lands.  Even  the  water  rights  on  streams 
and  all  the  best  water-power  sites  are  zealously  guarded. 
Natural  gas,  that  most  perfect  of  all  fuels,  has  been  for  the 
most  part  wasted.  One  state  geologist  reported  to  the  Legis- 
lature of  his  state  year  after  year  that  the  value  of  natural 
gas  which  was  being  wasted  in  that  state  was  equal  to  the 
value  represented  in  a  carload  of  coal  being  thrown  away 
every  minute  during  the  same  time.  Many  of  the  oil  fields  have 
been  exhausted;  and  it  is  unreasonable  to  expect  that  we 
shall  continue  to  discover  oil  fields  at  the  same  rate  at  which 
they  have  been  discovered  during  the  past  half  century. 

One  after  another  our  natural  resources  have  been  drawn 
upon  in  the  industrial  development  of  this  nation.  Our  record 
is  one  of  extravagance,  and,  in  many  cases,  of  shameful  waste- 
fulness, yet  there  remain  in  this  country  vast  undeveloped 
resources.  Our  future  industrial  and  commercial  develop- 
ment will  depend  largely  upon  the  proper  use,  and  that  means 
the  proper  conservation,  of  the  remaining  resources. 

We  have  enjoyed  what  a  geologist  would  call  a  period  of 
expansional  evolution;  just  as  when  the  seas  spread  over 
the  continents  in  ancient  geologic  periods,  life  in  the  shallow 
waters  found  new  areas  to  invade  and  new  food  supplies. 
During  such  periods  the  amount  of  life  increased  rapidly, 
new  species  developed,  and  there  was  apparent  prosperity  in 
the  sea.  When  those  seas  reached  their  maximum  expansion 
and  the  life  continued  to  increase  in  number,  the  food  supply 


CI  ark    U  niv  ersity  29 

probably  became  insufficient,  for  we  read  in  the  geologic 
records  of  such  periods  of  the  extinction  of  species.  When 
the  ancient  seas  retreated  and  the  area  covered  by  shallow 
waters  grew  less,  the  life  therein  became  more  and  more 
limited  and  passed  through  a  period  of  crowding  and  strug- 
gling which  meant  restrictional  evolution. 

During  such  periods  in  the  history  of  life  on  this  earth 
many  species  and  large  groups  of  animals  became  extinct. 
Those  that  survived  we  think  of  as  those  that  were  best 
able  to  adapt  themselves  to  changing  conditions. 

Have  we  not  reached  the  period  when  we  cannot  easily 
solve  our  problems  as  a  nation  by  spreading  out,  by  ex- 
pansion, by  the  appropriation  of  more  lands  and  more  re- 
sources ?  If  this  epoch  has  been  reached,  we  must  solve  certain 
problems  for  this  nation  in  a  new  way. 

During  the  same  period  of  time  the  other  nations  of  the 
world  have  been  expanding,  until  all  the  lands  of  the  world 
that  are  valuable  to  man  have  been  taken.  There  is  scarcely 
a  scrap  of  land,  not  a  tiny  island  in  the  seas,  that  is  not 
claimed  by  some  one  of  the  nations.  Most  of  the  natural 
resources  of  the  world  have  been  appropriated.  The  picture 
of  expansional  evolution  which  I  drew  for  the  United  States 
is  applicable  to  the  entire  world,  and  I  raise  the  question 
again — has  not  the  whole  world  a  period  of  restrictional 
evolution  before  it?  The  geologic  records  show  clearly  that 
man  has  been  on  earth  but  a  brief  time.  He  is,  as  it  were, 
in  his  childhood,  and  this  great  period  of  expansional  evolu- 
tion, to  be  followed  by  a  period  of  restrictional  evolution, 
may  be  one  of  many  struggles  which  he  may  be  forced  to  meet. 
Are  we  not  facing  today  definite  signs  of  overcrowding  and 
consequent  restrictional  evolution!  What  is  the  meaning  of 
millions  dying  from  starvation  this  winter  season  in  one  of 
the  countries  of  the  world  ?  Why  should  the  people  in  another 
country  die  by  millions  following  a  period  of  drought?  We 
look  upon  the  conditions  in  Central  Europe  today  as  tem- 
porary. We  hope  they  are  temporary,  but  are  we  certain  that 
the  resources  of  that  small  continent  will  support  the  great 
and  ever-increasing  populations  of  Europe? 


30  Inauguration 


We  must  look  forward  to  the  better  use  of  all  lands  and 
of  all  the  natural  resources  throughout  the  world,  and  to  more 
favorable  conditions  for  the  exchange  of  commodities  to  help 
solve  many  of  the  problems  which  the  world  is  facing.  We 
shall  have  almost  insurmountable  difficulties  in  attempting  to 
educate  people  to  high  ideals  of  citizenship  in  this  country 
or  any  country  unless  they  are  well  fed  and  have  comfortable 
living  conditions.  If  we  wish  to  establish  new  methods  for 
solving  international  problems,  if  we  are  tired  and  disgusted 
with  the  methods  recently  relied  upon,  we  must  see  to  it  that 
certain  physical  problems  dealing  with  actual  living  condi- 
tions in  the  different  parts  of  the  world  are  first  solved.  We 
may  then,  through  education,  attempt  again  to  establish  a 
new  point  of  view  in  dealing  with  international  questions. 

This  brief  review  emphasises,  I  believe,  the  necessity  for 
the  American  people  to  become  cognizant  of  the  resources 
and  actual  living  conditions  in  the  various  parts  of  this  coun- 
try and  informed  as  to  the  resources,  the  character  of  the 
people,  their  hopes  and  ideals,  and  the  actual  living  conditions 
in  the  other  countries  of  the  world.  We  must  develop  in  the 
American  people  an  international  point  of  view.  We  have 
reached  the  stage  when  our  future  growth,  perhaps  our  peace- 
ful existence,  depends  upon  our  judgment  in  dealing  with 
the  other  peoples  of  the  world. 

II 

With  this  background  may  we  turn  to  certain  phases  of 
the  immediate  situation  in  our  educational  work  in  America. 
At  the  time  this  university  was  opened  there  were  but  few 
opportunities  for  pursuing  graduate  studies  in  this  country. 
Clark  University  at  once  took  a  very  eminent  position  among 
the  few  institutions  where  research  work  beyond  the  college 
stage  was  being  actively  promoted. 

Since  the  founding  of  this  university  many  colleges  in  the 
country  have  established  graduate  departments.  Many  uni- 
versities have  developed  graduate  professional  schools,  and 
today  the  opportunities  for  research  work  in  colleges,  in  uni- 
versities, in  industrial  plants,  and  in  specially  endowed  insti- 
tutions are  numerous.     The  difficulty  often  is  in  finding  men 


ClarkUniversity  31 

with  sufficient  power,  imagination,  and  devotion  to  research 
to  occupy  the  positions  available. 

With  all  our  enthusiasm  for  advanced  studies  we  have 
unfortunately  neglected  the  development  of  research  work  in 
that  field  which  should  lead  most  directly  to  an  understanding 
of  the  present  actual  living  conditions  in  this  and  other  lands. 
We  have  neglected  to  develop  the  study  of  geography  in  this 
country.  In  this  we  have  lagged  far  behind  the  people  of 
central  and  western  Europe.  There,  geography  is  taught  in 
all  the  schools  leading  up  to  the  universities,  and  in  all  of 
the  leading  universities,  there  are  large  departments  of  geog- 
raphy. At  the  University  of  Paris  there  are  usually  seven 
or  eight  on  the  staff  who  give  their  entire  time  to  instruction 
or  investigations  in  geography.  We  are,  as  far  as  geographic 
knowledge  is  concerned,  an  illiterate  people.  That  means 
that  we  are  illiterate  as  to  the  economic  conditions  in  the 
different  parts  of  the  United  States  and  in  foreign  lands. 
We  do  not  as  citizens  know  how  to  vote  intelligently  on  ques- 
tions of  international  policy,  and  yet  such  questions  are 
brought  before  us  almost  every  day  in  newspapers,  and  we 
may  expect  questions  of  international  significance  to  be 
brought  before  us  in  every  succeeding  national  election. 

Everyone  who  is  going  into  consular  or  diplomatic  service 
should  know  the  geography  of  his  own  country,  the  resources 
in  the  different  sections,  the  people,  and  the  problems  the 
people  are  meeting,  before  he  attempts  to  represent  those 
people  in  another  land  or  court.  He  should  know  also  the 
geography  of  the  world — know  it  not  simply  as  place  geog- 
raphy, but  as  the  geography  which  leads  to  an  understanding 
of  the  hopes,  the  aspirations  of  the  people. 

Most  of  us  recall  geography  as  an  elementary  school  sub- 
ject. We  bounded  states,  defined  islands  and  peninsulars, 
and  named  capitals.  Perhaps  there  are  some  here  who  sang 
the  names  of  the  capes  and  the  names  of  the  capitals  in  their 
geography  lessons. 

Geography  today  is  not  merely  an  informational  subject. 
It  has  become  a  science,  concerned  primarily  with  the  inter- 
pretation of  present  conditions  in  the  world.  Each  group 
of  people  is  living  in  what  we  may  think  of  as  a  natural 


32  Inauguration 

region.  That  region  has  certain  physical  features;  it  is  a 
lowland  plain  near  the  coast  or  inland,  or  it  is  an  upland, 
or  a  mountainous  district;  it  has  a  certain  climate,  and  it 
has  certain  natural  resources. 

In  the  study  of  the  physical  features  the  geographers  feel 
a  close  bond  of  fellowship  with  other  students  of  the  natural 
sciences.  They  are  building  up  conceptions  of  the  origin  and 
history  of  land  forms  that  stimulate  the  imagination  most 
wholesomely.  There  is  a  special  pleasure  coming  from  these 
studies  to  anyone  who  travels  or  anyone  who  reads,  and  there 
is  a  cultural  value  equal  perhaps  to  that  which  may  come 
from  the  study  of  any  one  of  the  natural  sciences.  The  study 
of  the  atmosphere  is  a  branch  of  physics,  and  the  application 
of  the  laws  already  discovered  is  having  a  direct  and  very 
interesting  influence  upon  life  today.  In  climatology  we  see 
an  immediate  human  interest  in  the  study  of  the  laws  of  the 
atmosphere.  When  the  natural  resources  are  studied,  geology, 
chemistry,  biology,  and  many  other  sciences  are  called  upon 
for  contributions. 

Through  a  study  of  the  physical  features,  the  climate,  and 
the  natural  resources  we  come  to  understand  the  physical 
setting, — the  stage,  as  it  were,  upon  which  human  beings  come 
and  enact  their  lives.  The  people  who  inhabit  a  natural 
region  are  responding  to  the  geographic  stimuli.  They  have 
brought  with  them  traditions  and  race  characteristics  which 
determine  many  of  their  customs  and  social  institutions,  but 
their  lives  in  that  particular  region  depend  upon  the  geo- 
graphic conditions  which  they  find  about  them. 

Those  in  one  habitat  come  to  require  an  exchange  of  com- 
modities with  those  in  another.  Trade  between  these  natural 
regions  of  the  world  springs  up,  and  all  countries  become 
bound  together  by  a  network  of  trade  routes  and  lines  of 
communication,  in  the  ocean  and  on  the  surface  of  the  ocean, 
on  the  land,  and  through  the  air.  The  remarkable  scientific 
and  mechanical  progress  of  the  last  half  century  has  now 
brought  the  entire  world  within  the  range  of  a  few  days' 
journey. 

Geographers  are  striving  constantly  to  understand  man's 
effort   to   adapt  himself   to   the    everchaaging    environment 


ClarkUniversity  33 

within  the  different  natural  regions  of  the  world.  The  study 
of  history,  economics,  and  the  social  sciences  must  proceed 
hand  in  hand  with  the  study  of  geography,  for  we  are  aiming 
in  the  end  to  understand  human  geography. 

It  has  been  peculiarly  unfortunate  that  most  of  those  who 
have  returned  to  teach  in  our  elementary  schools,  have  had 
no  further  training  in  geography  then  that  which  they  re- 
ceived in  the  same  elementary  schools  where  they  are  to  teach. 
Even  those  who  go  through  the  normal  schools  usually  escape 
without  any  special  training  in  geography.  In  the  colleges 
and  universities  the  situation  is  even  worse,  for  very  few 
colleges  or  universities  offer  any  work  in  Geography.  Teach- 
ers, principals,  superintendents,  and  college  presidents  com- 
plete their  training  and  enter  upon  professional  work  with- 
out being  influenced  by  geographical  instruction.  They  do 
not  feel  impelled  to  promote  the  study  of  geography  in  their 
schools. 

Dr.  Edward  B.  Mathews  of  the  Division  of  Geology  and 
Geography  of  the  National  Research  Council  has  recently 
collected  the  following  data: 

Out  of  571  colleges  in  America  401,  or  70%,  offer  no  geog- 
raphy, and  if  physiography  be  considered  a  part  of  geology, 
then  the  colleges  offering  no  geography  reach  to  81%.  At 
present  105  institutions  give  all  the  college  instruction  in 
geography  that  this  country  offers,  and  of  these  only  31 
offer  an  opportunity  for  more  than  two  years,  and  only  9 
offer  four  years  or  more  of  continuous  study  in  geography. 

The  University  of  Chicago  now  has  the  best  organized  and 
most  fully  equipped  department  of  geography  in  this  coun- 
try. There  is  not  a  single  institution  east  of  Chicago  where 
graduate  students  are  adequately  provided  for  in  the  field  of 
geography.  The  system  of  geographical  instruction  in  this 
country  must  be  made  complete  with  work  in  the  elementary 
schools,  high  schools,  colleges  and  universities,  just  as  truly 
as  the  instruction  and  opportunities  for  advanced  studies  have 
been  provided  in  history,  languages,  and  certain  of  the  nat- 
ural sciences. 


34  Inauguration 


III 

During  the  last  few  years,  however,  there  has  been  a  great 
awakening  in  this  country  of  an  interest  in  geography.  Those 
actively  engaged  in  promoting  research  work  in  this  field 
have  organized  the  Association  of  American  Geographers. 
There  has  also  been  established  the  National  Council  of 
Geography  Teachers,  which  aims  to  improve  the  teaching  of 
geography.  This  council  now  has  34  state  branches.  The 
Journal  of  Geography  is  the  Property  and  official  organ  of 
the  Council.  The  American  Geographical  Society  is  appro- 
priating large  sums  in  support  of  geographical  researches  in 
Latin  America.  The  National  Geographic  Society  has  sent 
out  several  research  expeditions. 

In  1913  my  predecessor  at  Harvard  warned  me  against 
leading  too  many  men  into  the  study  of  geography,  for  he 
told  me  that  I  could  not  find  places  for  them.  That  was  true 
then,  but  it  is  not  true  today.  During  the  past  year  we  have 
known  of  at  least  forty  calls  from  different  institutions  for 
experts  trained  in  this  field.  The  calls  come  from  superin- 
tendents of  public  schools,  state  commissioners  of  education, 
from  high  schools,  normal  schools,  colleges,  universities,  large 
business  establishments,  the  geographical  societies,  the  depart- 
ment of  State  and  the  National  Survey.  Since  coming  to 
Clark  University  I  have  received  several  such  requests,  and 
when  I  have  replied  that  I  could  not  fill  the  order,  some  have 
asked  me  to  place  the  order  on  the  books  and  supply  the  man 
as  soon  as  possible.  Even  at  this  time,  when  educational 
institutions  find  it  difficult  to  increase  their  salary  budgets, 
many  of  them  are  anxious  to  establish  departments  of  geog- 
raphy. Others  are  ready  to  expand  their  departments  of 
geography.  These  requests  represent  a  demand  from  the 
American  people  which  the  educational  institutions  are  trying 
to  meet. 

Many  of  the  large  banks  and  corporations  engaged  in  for- 
eign trade  are  taking  from  our  educational  institutions  men 
trained  in  geography  and  offering  them  large  financial  induce- 
ments to  leave  the  academic  work.  I  predict  that  the  young  men 
trained  in  economic  and  commercial  geography  will  be  called 
to  assist  in  the  development  of  our  great  manufacturing  and 


Clark    University  35 

trading  industries  just  as  the  economic  geologists  have  been 
called  into  mining,  metallurgy,  and  exploratory  work  for 
mineral  resources. 

IV 

After  a  careful  study  of  the  needs  in  higher  education  in 
this  country  the  Trustees  of  Clark  University  adopted  plans 
which,  if  successfully  carried  out,  will  lead  to  the  develop- 
ment in  Clark  University  of  a  department  unique  in  America 
and  pre-eminent  in  its  special  field.  It  will  be  a  department 
which  should  help  to  fill  a  real  gap  in  our  educational  system, 
and  make  important  contributions  to  the  work  of  all  schools 
in  America.  It  will  be  a  department  where  a  large  part  of 
the  resources  available  and  a  large  part  of  the  energy  of  the 
staff  will  be  devoted  to  the  promotion  of  research  work  and 
productive  scholarship.  It  should  enrich  the  cultural  values 
in  education  and  make  important  contributions  bearing  upon 
industrial  and  commercial  problems  and  upon  many  other 
national  and  international  problems  before  the  adult  citizen- 
ship of  the  United  States. 

In  addition  to  the  regular  collegiate  courses  and  to  graduate 
work  in  certain  of  the  strong  departments  for  research  already 
established,  we  shall  offer  to  teachers,  to  men  entering  large 
business  enterprises,  especially  international  trade,  to  all  those 
who  wish  to  enter  consular  or  diplomatic  service,  special  facili- 
ties in  the  study  of  geography.  It  will  be  our  policy  to  estab- 
lish and  develop  a  graduate  school  in  geography ;  a  school  with 
a  staff  of  experts  who  must  become  familiar  with  the  geog- 
raphy of  the  different  parts  of  the  world ;  not  entirely  home- 
made experts,  but  experts  who,  by  means  of  frequent  visits, 
active  correspondence,  and  constant  study  of  a  given  portion 
of  this  earth,  keep  up  to  date  in  their  knowledge  of  the  actual 
conditions  in  the  different  countries. 

The  laboratory  for  the  staff  in  such  a  school  is  world  wide. 
No  one  member  of  the  staff  will  ever  see  all  of  that  labora- 
tory, but  the  laboratory  work  is  as  essential  as  it  is  in  the 
development  of  the  sciences  of  physics,  chemistry,  and  biology. 
Just  as  field  work  has  been  absolutely  essential  in  the  devel- 
opment of  the  science  of  geology,  so  it  is  essential  in  the  scien- 


36  Inauguration 


tific  study  of  geography.  Our  representatives  must  have  a 
first-hand  knowledge  of  the  people  whom  they  are  studying 
and  the  conditions  which  they  are  describing.  They  should 
return  from  their  laboratory  studies  full  of  enthusiasm,  with 
up-to-date  information,  ready  with  their  pens,  ready  to  teach, 
and  ready  to  prepare  new  maps.  They  should  put  new  life 
into  the  institution.  We  must  look  forward  to  developing 
for  America  a  great  bureau  of  information  regarding  the 
present  conditions  in  this  and  distant  lands.  We  must  look 
forward  to  the  preparation  for  American  educational  institu- 
tions and  for  American  industrial  interests  of  experts  in  the 
geographic  fields  of  study  and  service.  As  the  research  work 
of  the  members  of  this  staff  progresses,  we  will  look  forward 
to  the  appearance  of  a  series  of  authoritative  volumes  on  the 
geography  of  this  and  other  countries. 

Our  library  will  be  enlarged  to  meet  the  needs  in  those 
fields  of  study  in  which  special  opportunities  are  offered,  and 
we  may  confidently  predict  that  it  will,  within  a  few  years, 
become  the  most  complete  geographical  library  in  America. 
We  shall  welcome  special  students,  explorers,  and  authors 
who  wish  to  make  Clark  University  library  their  headquarters 
while  they  are  preparing  manuscripts  for  publication. 

We  have  already  been  asked  by  citizens  of  Worcester  to 
found  a  Geographical  Society  in  this  city.  Such  a  society 
would  naturally  invite  as  speakers  explorers,  travellers,  and 
eminent  scientists.  We  have  been  asked  to  establish  corre- 
spondence and  extension  courses  in  geography  and  in  indus- 
trial history  so  that  teachers  who  cannot  return  to  college 
may  become  better  prepared  for  the  work  they  find  they  must 
do.     Through  our  summer  school  we  hope  to  serve  teachers. 

V 

Our  policy  will,  I  believe,  react  very  favorably  upon  the 
collegiate  division  of  the  University.  With  the  union  and  re- 
organization of  the  faculties  the  curriculum  of  the  college 
should  be  enriched,  and  we  shall  expect  every  one  who  is 
added  to  the  staff  of  Clark  University  to  offer  some  instruc- 


ilillil:        ^|fc-:  :   ■: 

^■^^^^^■w  fw^' '     .    r«^Hi 

'mI^^F 

'^^^         . 

m 

1 

■  •■■ii;'*:;'!^';  . 

'^ii^^ 

Portrait  of 
AUGUSTUS  GEORGE  BULLOCK 

by 
Leslie  P.  Thompson,  Boston 


Clarh    University  37 

tion  to  the  undergraduate  students.  Every  Clark  College 
man  should  have  the  opportunity  of  meeting  and  working 
with  the  various  members  of  the  staff,  and  we  shall  limit 
the  number  of  students  in  the  college  so  that  all  of  the  instruc- 
tion may  be  given  by  well-trained  experts.  I  trust  that  the 
work  offered  and  the  college  life  provided  will  be  such  that 
the  man  who  has  an  opportunity  to  attend  Clark  will  appre- 
ciate that  he  is  very  fortunate.  There  are  certain  distinct  ad- 
vantages in  attending  a  small  college. 

Throughout  the  work  of  the  entire  institution  our  aim  shall 
be  to  co-operate  in  the  training  of  American  citizens.  We 
shall  use  whatever  knowledge  we  have  available  as  a  tool  in 
the  training  of  young  people.  The  passing  of  courses  is  not 
a  guarantee  of  an  educated  man.  We  shall  look  more  for 
growth  in  power,  for  growth  in  moral  and  intellectual  in- 
dependence. 

VI 

This  nation  has  closed  the  period  of  great  physical  expan- 
sion, and  is  facing  new  problems  in  internal  development;  it 
has  closed  the  period  of  isolation  and  is  facing  new  problems 
of  international  relations.  We  must  from  now  on  have  at 
our  command  a  knowledge  of  the  geography  of  the  world. 
We  must  develop  in  the  American  people  an  international 
point  of  view.  Our  education  should  lead  not  only  to  the 
development  of  broadminded,  noble,  and  generous  American 
citizens  who  will  intelligently  sympathize  with  the  people  of 
all  nations,  but  to  broadminded,  noble,  and  generous  citizens 
of  the  world. 

RECEPTION 

At  the  close  of  the  exercises  in  the  gymnasium  there  was 
a  reception  in  the  Art  Oallery  at  the  Library.  A  feature 
of  the  afternoon  was  the  hanging  of  an  oil  painting  of 
Augustus  George  Bullock  by  Leslie  P.  Thompson  of  Boston. 
Mr.  Bullock  has  been  a  member  of  the  Board  of  Trustees 
since  1902  and  was  President  of  the  Board  from  1905  to  1919. 


38  Inauguration 


DINNER 

At  half  past  seven  in  the  evening  the  Trustees  gave  a  dinner 
at  the  Bancroft  Hotel  to  about  250  guests. 

Chief  Justice  Arthur  P.  Rugg 

Presided  and  introduced  the  following  speakers: 

His  Honor  the  Mayor,  Peter  F.  Sullivan 

It  is  my  happy  privilege  as  Mayor  of  Worcester  to  extend 
a  hearty  greeting  to  the  new  President,  Wallace  Walter  At- 
wood,  of  Clark  University,  and  to  assure  him  that  the  City 
of  Worcester,  the  Heart  of  the  Commonwealth  of  Massa- 
chusetts, welcomes  him  to  her  midst  as  a  valuable  addition  to 
her  list  of  distinguished  citizens. 

It  is  not  amiss  at  this  time  to  express  the  hope  and  the  con- 
viction that  Worcester  will  be  benefited  by  Doctor  Atwood's 
coming,  and  that  Doctor  Atwood  will  be  pleased  with  Wor- 
cester. Of  the  former  I  have  very  little  doubt.  I  trust  that 
Worcester  will  so  grow  on  Doctor  Atwood  that  he  will  soon 
love  our  fair  city — (I  think  he  does  even  now) — as  do  those 
of  us  who  have  lived  here  for  a  longer  time  than  he. 

It  is  also  a  pleasure  to  extend  the  greetings  and  welcome 
to  our  fair  city  to  the  distinguished  educators  who  have  vis- 
ited here,  to  pay  honor  to  Clark  University  and  its  new 
President.  Worcester  indeed  feels  proud  to  be  the  host  of  so 
many  distinguished  men  of  letters  at  this  time.  I  have  seen 
a  number  of  inaugurations,  I  have  even  participated  in  some, 
but  never  before  have  I  heard  of  one  man  being  inaugurated 
the  second  President  of  a  University,  the  third  President 
of  a  College  and  the  first  President  of  a  combined  university 
and  college  at  the  same  hour.  This,  I  understand,  is  what 
has  taken  place  to-day,  with  all  the  honors  going  to  Doctor 
Atwood,  the  ''end-man"  (referring  to  Dr.  Atwood's  seat  at 
table)  of  this  occasion. 

It  is  a  great  pleasure  to  learn  that  Dr.  Atwood  plans  to 
make  Clark  University  a  living  vital  force  in  Worcester,  a 
force  for  good,  a  force  which  will  spread  not  only  the  name 
and  fame  of   Clark  but  also  of  Worcester  throughout  the 


ClarkUniversity  39 

United  States, — yes,  throughout  the  world.  Clark,  by  living 
up  to  her  ideals,  will  be  of  immense  help  to  Worcester,  and 
Worcester  will,  let  us  all  hope,  do  her  share  for  Clark. 

Let  me  say  to  you.  Doctor  Atwood,  in  behalf  of  the  City 
of  Worcester,  as  its  chief  executive,  I  congratulate  you  and 
bid  you  God  speed  on  your  noble  mission, 

De.  G.  Stanley  Hall 
Former  President  of  Clark  University 

If  I  had  followed  mj  own  personal  preferences  I  should 
not  have  been  heard  or  even  heard  of  to-day  because  in  all 
these  exercises  our  faces  are  turned  toward  the  rising  and  not 
toward  the  westering  constellation.  If  I  died  officially  last 
September,  I  am  now  buried ;  and,  indeed,  the  too  kind  things 
said  of  me  suggest  the  precept  De  mortuis  nil  nisi  honum. 
If  my  voice  is  one  from  the  tombs,  I  am  glad  to  report 
that  I  find  this  kind  of  postmortem  life  a  very  real,  very 
happy,  and  very  busy  one.  It  is  especially  happy  because  I 
am  so  fully  persuaded  that  Clark  enters  to-day  upon  a  more 
distinguished  and  useful  career  of  service  and  that  the  change 
of  administration  came  at  or  near  the  psychological  moment. 
If  it  is  not  a  little  too  late,  it  certainly  is  not  too  early. 

When  President  Eliot  first  assumed  office  at  Harvard,  he 
changed  many  things  for  the  better,  and  Oliver  Wendell 
Holmes,  who  had  taught  Anatomy  at  the  Medical  School  in 
the  same  old  way  for  thirty  years,  asked  him  why  all  these 
changes,  which  he  felt  unsettling;  and  Eliot  replied,  ''Pro- 
fessor Holmes,  Harvard  has  a  new  president."  I  know 
nothing  of  President  Atwood 's  plans,  but  my  admonition  to 
all  my  colleagues  on  the  professorial  staff,  especially  the 
older  members,  is  to  realize  that  Clark  has  a  new  president 
and  that  changes,  perhaps  greater  than  they  anticipated,  are 
inevitable,  and  to  loyally  adjust  to  them,  whatever  they  may 
be,  as  I  certainly  shall  most  heartily  and  unreservedly  to 
any  modifications  of  "my  policies;"  for  methods  and  ideals, 
as  well  as  men,  come  and  go,  but  institutions,  like  Tennyson's 
brook,  "go  on  forever." 


40  Inauguration 


The  College  and  University,  I  believe,  needed  a  more  or 
less  separate  administration  during  the  years  of  their  imma- 
turity. But  now  they  are  old  enough  to  marry,  and  I  want 
to  throw  my  handful  of  rice,  a  symbol  of  fertility,  as  they 
begin  their  honeymoon.  They  will  be,  as  Webster  said  of 
liberty  and  union  in  his  great  peroration,  "henceforth  and 
forever  one  and  inseparable,"  and  I  believe  with  very  great 
gain  to  both.  IVIr.  Clark,  I  long  ago  saw,  was  wiser  than  I 
in  insisting  upon  the  establishment  of  a  college,  without  which 
the  University,  under  our  conditions,  would  sooner  or  later 
prove  an  air-plant  with  no  deep  roots  in  the  local  soil ;  or,  to 
change  the  figure,  it  would  be  a  structure  without  a  stable 
foundation. 

In  this  selection  of  a  new  president  I  see  a  triumphant 
justification  of  our  American  system  of  academic  admin- 
istration. The  Faculty,  including  myself,  had  the  selection 
been  left  to  us,  would  have  chosen  less  wisely.  It  needed 
the  broad  view  of  sagacious  men  not  so  near  the  inside  work- 
ings of  the  institution  as  to  fail  to  get  the  right  perspective. 
Now  that  the  Board  has  come  forward  and  discharged  this, 
its  supreme  function,  so  wisely  and  well,  getting,  as  they  had 
to  do,  a  closer  and  more  detailed  inside  view  of  things  in  so 
doing,  may  I  venture  to  express  the  hope  that  henceforth 
in  all  matters  of  appointment,  promotion,  courses,  degrees, 
and  everything  else  internal  they  will  leave  everything  to  the 
official  of  their  choice,  as  they  so  signally  and  uniquely  did 
for  me.  May  I  even  express  the  hope  to  my  former  col- 
leagues on  the  teaching  staff  that  they  will  not  press  the 
demand  now  so  often  made  in  so  many  colleges  and  uni- 
versities that  they  be  represented  on  the  Board.  Even  the 
president,  until  our  constitution  is  changed,  can  never  be  a 
member  of  it.  This  was  a  wise  provision  of  the  Founder  for 
it  greatly  facilitates  one  of  the  president's  chief  functions — 
of  representing  the  Faculty  to  the  Board,  and  the  Board  to 
the  Faculty.  The  alumni  of  both  University  and  College 
are  now  admirably  represented  in  the  Board  as  its  President 
and  Secretary  respectively,  and  I  would  strongly  urge  my  col- 
leagues to  reserve  their  pressure  for  faculty  representation 
upon  it  as  a  counter  measure  to  be  used  only  when  the  Trus- 


C  I  a  rk    U  niv  e  r  sit  y  41 

tees  show  a  disposition  to  have  their  body  represented  on  the 
professorial  staff.  When  the  Trustees  nominate  his  honor, 
the  Chief  Justice  of  the  Commonwealth,  for  the  chair  of 
chemistry  or  make  the  President  of  the  Board  professor  in 
non-Euclidean  geometry,  then  will  be  the  time  to  seek  a  re- 
vision of  our  charter,  which  forbids  anyone  to  be  both  pro- 
fessor and  trustee.  For  myself,  there  is  nothing  I  would  do 
to-night  more  gladly,  if  I  could,  than  transfer  to  my  suc- 
cessor all  the  many  expressions  of  good-will  I  have  lately  had 
from  Trustees,  Faculty,  Alumni  and  Students,  and  I  hope 
that  this  to  me  precious  asset  may  henceforth  be  his  in  a  meas- 
ure ever  increasing. 

On  the  morning  of  the  opening  exercises  thirty-two  years 
ago  last  September  23,  the  Rector  of  the  University  of  Berlin, 
whom  I  had  met,  cabled  us  the  three  words,  Yivat,  Crescat, 
Floreat.  I  am  sure  that  these  words  express  not  only  what 
all  of  us  Clark  men  but  all  the  other  institutions  represented 
here,  and  those  not  represented,  feel  for  the  institution  as 
it  begins  its  new  dispensation.  Perhaps  the  relation  of  the 
past  to  the  future  will  prove  to  be  as  the  Scholastics  said  the 
New  Testament  was  to  the  Old — in  the  Old,  the  New  lay  con- 
cealed; and  in  the  New,  the  Old  stands  revealed. 

Here  I  would  fain  close,  but  in  the  time  assigned  me  I  will 
briefly  try  to  indicate  my  own  ideals  of  the  present  academic 
situation  in  this  country. 

When  I  asked  my  dentist  the  other  day  why  he  hurt  me  so 
cruelly,  when  the  same  operation  on  the  other  side,  eight  years 
ago,  was  painless,  he  replied  that  he  now  had  to  use  American 
instead  of  German  novocaine,  which  was  far  inferior  as  an 
anesthetic,  for  we  have  not  yet  learned  to  make  the  real 
article.  In  looking  over  Kahlbaum's  catalogue  of  hundreds 
of  chemical  compounds  necessary  for  every  research  labora- 
tory, I  was  told  that  only  a  very  few  of  these  can  yet  be  pro- 
duced outside  of  Germany  and  that  our  chemical  industries 
have  f ocussed  upon  nitrates,  dyes,  and  a  few  other  large- 
scale  products  which  bring  greater  profits.  If  we  turn  to 
other  departments,  ever  since  the  Reformation,  German  schol- 
arship has  led  in  all  Biblical  studies,  giving  us  the  higher 


42  Inauguration 


criticism,  and  its  preeminence  has  been  no  less  in  the  study 
of  the  classical  texts  and  history.  Our  professors  of  phil- 
osophy have  largely  concerned  themselves  with  problems  of 
German  origin  from  Kant  to  Schopenhauer  and  Nietzsche. 
Biological  work  has  for  two  decades  focussed  on  the  theories 
of  Weismann  and  Mendel,  both  Teutonic,  and  in  every  psy- 
chological laboratory  the  name  of  Wundt  outranks  all  others, 
while  Freud  has  more  lately  given  us  another  group  of  great 
and  new  ideas  working  as  leaven  not  only  in  the  studies  of 
the  human  soul,  morbid  and  normal,  but  in  art,  literature, 
religion,  history,  and  daily  life.  Our  students  of  all  the 
exact  sciences  are  now  agog  over  the  theory  of  relativity  as 
represented  by  Einstein,  another  German.  For  decades  our 
best  graduates  who  desired  to  specialize  have  gone  to  Ger- 
many, where  so  many  of  our  professors  have  been  trained,  so 
that  the  apex  of  our  educational  system  was  long  found  there. 
This  was  all  in  accordance  with  the  policy  laid  down  by 
Fichte  only  a  little  more  than  a  century  ago  in  his  famous 
address  to  the  German  nation  when  Napoleon  had  annihilated 
the  Teutonic  armies  and  crushed  the  Teutonic  spirit,  and 
with  his  spies  at  the  door.  His  thesis  was  that  Germany  must 
become  the  educational  leader  of  the  world  and  must  thus 
rehabilitate  herself  from  the  bottom  up  and  realize  that  all 
her  power  henceforth  must  come  from  knowledge. 

To-day  this  leadership  is  gravely  impaired,  if  not  forever 
shattered,  and  why  should  not  this  country — now  the  richest 
in  the  world,  spending  more  money  for  education,  as  we 
have  been  lately  told,  than  all  Europe  combined — aspire  to 
this  succession.  Why  may  we  not  at  least  indulge  the  pipe- 
dream  of  some  time  turning  the  tide  and  bringing  European 
graduates  here.  Of  course  science  is  universal  and  knows 
no  national  boundaries,  but  we  have  now  opportunities  and 
possibilities  in  this  direction  undreamed  of  before  and  not 
yet  fully  realized. 

Not  only  does  democracy,  if  it  is  to  be  made  safe  for  the 
world,  require  education  of  its  citizenry  much  above  the 
mental  age  of  thirteen  and  a  half  years,  as  represented  by 
the  average  intelligence  of  our  two  million  soldiers  tested, 


ClarkUniversity  43 

but  the  world,  and  perhaps  especially  this  country,  is  crying 
out  for  new  and  abler  leaders  in  every  department.  Our 
statesmen  need  broader  training  in  international  relations; 
our  captains  of  industry  need  to  look  farther  afield  and  far- 
ther ahead;  our  scholarship  needs  to  be  more  productive. 
Never  was  there  such  a  call  for  trained  ability  in  every  field, 
and  never  so  many  vast  problems  wide  open. 

Hundreds  of  our  colleges  and  universities  have  lately  made 
''drives"  that  have  bettered  the  salaries  of  professors,  as 
indeed  they  had  to;  but  the  presidential  reports  I  have 
looked  over  are  occupied  chiefly  with  details  of  the  mechanical 
problems  of  how  to  train  the  now  rapidly  increasing  number — 
but,  as  most  agree,  with  relatively  declining  quality — of  stu- 
dents that  crowd  their  halls. 

In  many  an  industry  we  hear  the  complaint  that  as  wages 
have  increased,  the  amount  and  quality  of  work  have  declined, 
and  it  behooves  us  to  ask  seriously  if  there  is  danger  of  a 
similar  deterioration  in  our  higher  institutions  of  learning 
along  with  the  increase  of  salaries. 

Perhaps  we  should  no  longer  insist  upon  any  hard  and 
fast  line  of  demarcation  between  pure  and  applied  science, 
but  it  is  significant  that  at  the  recent  holiday  meeting  of  one 
of  the  oldest  and  best  established  scientific  societies,  eighty 
per  cent  of  the  papers  were  read  by  non-academic  representa- 
tives of  science,  while  in  our  National  Research  Council  and 
the  Privy  Council  of  Scientific  and  Industrial  Research  in 
Great  Britain  and  the  regenerated  International  Research 
conference,  to  say  nothing  of  the  constant  inroads  that  indus- 
try is  now  making  as  never  before  on  academic  staffs,  it  is 
impossible  not  to  see  that  we  are  called  upon  to  do  a  great 
deal  of  careful  thinking  just  now  as  to  the  relations  between 
Culture  and  Kultur. 

I  agree  with  our  distinguished  alumnus.  Professor  Wheeler, 
that  for  the  most  part  research  can  no  more  be  organized  and 
administered  than  we  can  organize  love,  literature,  art,  or 
religion,  although  in  a  few  larger  investigations  cooperation 
can  now  do  more  than  ever  before.     The  psychology  of  the 


44  Inauguration 


spirit  of  research,  which  is  the  native  breath  and  vital  air  of 
the  true  university,  bottoms,  I  think,  upon  the  primitive 
evolutionary  urge  that  has  made  man  the  lord  of  creation. 
We  love  knowledge  because  it  is  power.  As  man  has  domesti- 
cated over  one  hundred  species  of  animals,  using  for  his  own 
benefit  their  strength,  their  instinct,  or  their  keener  senses, 
so  he  strives  to  command  the  powers  of  nature  and  to  become 
captain  of  his  own  soul.  Thus  research  in  my  thought  is 
the  very  apex  of  creative  evolution  and  is  the  highest  vocation 
of  man.  He  who  reveals  and  teaches  us  to  command  the 
world  without  and  within  is  the  chief  benefactor  of  the  race, 
the  true  prophet,  priest,  and  king  in  our  day.  Productive 
scholarship  and  investigation  is  also  the  greatest  joy  that 
life  affords  to  mortals,  and  as  I  view  the  world,  the  uni- 
versity should  be  not  only  the  shrine  but  the  power-house 
of  this  spirit,  and  everything  calls  us  and  our  country  to-day 
to  a  new  leadership  here.  This  spirit  ought  to  be  for  the  new 
post-bellum  epoch  now  opening  what  the  Holy  Ghost  was  to 
the  early  Church,  for  in  it  the  higher  powers  of  man  have 
their  chief  deployment. 

There  is  one  final  lesson  from  the  Church  that  I  think  we 
may  now  lay  to  heart.  Beside  and  above  all  its  elaborate 
medieval  organization,  even  when  it  was  at  the  height  of  its 
power  and  aspired  to  universal  dominion  its  greatest  leaders 
always  felt  that  above  and  beyond  it  was  the  Church  In- 
visible, eternal,  not  made  with  hands,  the  membership  of 
which  consisted  of  everybody,  everywhere  who  strove  su- 
premely for  righteousness.  And  the  sentiment  I  propose 
is  the  University  Invisible,  composed  of  all  those  everywhere 
who  are  smitten  with  the  passion  of  adding  even  a  tiny  brick 
to  the  splendid  temple  of  Science,  which  is  the  supreme 
creation  of  man,  but  who  are,  nevertheless,  convinced  that  of 
this  temple  we  still  have  only  the  foundations,  that  the  most 
imposing  part  of  the  structure  is  yet  to  be  reared,  and  feel 
the  call  of  the  spirit  to  make  some  original  contribution  of 
their  own  toward  its  completion.  For  the  true  university 
is,  after  all,  only  found  in  the  investigator's  state  of  mind. 


C I  ark    U  niv ersity  45 

William  Morris  Davis 
Professor  of  Geology,  Emeritus,  Harvard  University 

From  the  standpoint  of  three-score-years-and-ten,  it  is 
rather  retrospect  than  prospect  that  suggests  itself  on  this 
occasion,  particularly  when  one  speaks  of  Geography  because 
the  retrospect  is  a  very  wonderful  one.  An  enormous  amount 
of  geographical  work  has  been  accomplished;  so  much  that 
one  might  say  that  what  remains  to  be  accomplished  must 
be  but  little.  And  truly  for  those  whose  ambition  it  is  to  place 
their  feet  where  no  human  foot  has  ever  trod,  that  view  of 
geography  is  perhaps  right.  But  there  is  another  view:  for 
one  who  wishes  to  turn  his  head  to  geographical  problems 
that  no  human  head  has  ever  solved,  there  is  an  enormous 
future  waiting. 

It  is  true  that  the  adventurous  era  of  geographical  dis- 
covery is  almost  past.  The  world  in  the  rough  sense  is  known ; 
the  continents  are  all  defined,  the  higher  mountains  are 
located ;  that  sort  of  work  has  been  done.  But  when  it  comes 
to  the  studious  observation  and  careful  description  of  the 
regions  of  the  world,  it  must  be  said  that  the  regions  thus  far 
thoroughly  studied  and  described  are  very  few.  Few  states 
of  our  own  country  are  fully  known.  Those  who  live  in  a 
state  know  it  locally ;  those  who  do  not  live  in  it  know  it  very 
imperfectly,  because  there  are  no  published  means  of  know- 
ing it  thoroughly.  It  is  the  same  with  all  the  rest  of  the 
world,  except  parts  of  Europe.  Therefore,  literally,  a  world- 
wide future  task  remains  in  the  more  serious,  mature,  earnest 
study  of  the  regions  of  the  world.  That  is  the  future  field 
of  geographical  study. 

And  it  is  to  this  wide  field  that  Clark  University  is  now 
in  a  large  measure  to  address  itself — Si  field  so  wide  that  one 
must  wish  to  define  it  and  perhaps  to  limit  it  somewhat,  all 
the  more  when  one  understands  that  its  limitation  involves 
a  rather  interesting,  indeed  an  extraordinary  problem  which 
demands  illustration. 

Literary  men  sometimes  tell  us  of  marvels.    A  poet  sings: 


46  Inauguration 


"Folk  say,  a  wizard  to  a  northern  king 
At  Christmas-tide  such  wondrous  things  did  show, 
That  through  one  window  man  beheld  the  spring, 
And  through  another  saw  the  summer  glow. 
And  through  a  third  the  fruited  vines  a-row, 
While  still,  unheard,  but  in  its  wonted  way, 
Piped  the  drear  wind  of  that  December  day." 

Is  it  not  marvellous  that  three  seasons  could  be  seen  at  one 
time  from  three  windows,  ''while  still  unheard  but  in  its 
wonted  way,  piped  the  drear  wind  of  that  December  day!" 
That  is  the  wizardry  of  imagination.  But  let  me  show  you 
how  far  the  facts  of  science  transcend  it;  for  if  you  should 
call,  not  upon  a  poet  in  a  tower  with  three  windows,  but 
on  a  group  of  learned  men  in  a  tower  with  only  one  window, 
see  the  miracle  that  they  would  perform.  The  geologist  would 
say :  ' '  Do  not  think  of  me  as  one  concerned  only  with  fossils 
in  a  museum;  look  at  the  wide  prospect  out  of  that  window, 
that  is  my  field:  the  world!"  The  botanist,  although  some- 
times occupied  with  pressed  plants  in  a  herbarium,  would  point 
out  of  the  same  window  and  say :  ' '  That  broad  prospect,  ver- 
dure-clad, is  my  field."  The  historian,  not  always  occupied 
with  archives,  would  say,  pointing  out  the  same  window: 
''There,  outdoors,  is  the  real  stage  on  which  the  drama  of 
history  is  played."  The  economist,  leaving  his  dry  statistics, 
but  pointing  out  of  the  same  window,  says:  "Mine  is  that 
great  out-door  field,  on  which  human  activities  are  built." 
And  the  geographer  says,  with  better  right  than  any :  ' '  That 
is  my  field.     I  take  the  earth." 

This  fable  teaches  how  much  greater  are  the  marvels  of 
science  than  of  poetry.  Out  of  only  one  window,  scientific 
men  may  see  all  these  varied  prospects,  while  the  poet  had 
to  take  three  windows  for  his  miracle.  But  science  also 
explains  its  miracle:  for  all  these  different  views  of  the 
same  prospect,  each  claimed  by  its  special  science,  differ 
not  so  much  in  the  things  that  they  study  as  in  the  way  that 
they  study  them.  Certain  facts,  treated  in  a  certain  manner, 
may  constitute  the  main  content  of  a  given  science;  but  if 
the  self-same  facts  are  taken  up  and  treated  in  another  way 


Clark    U niv  er sity  47 

they  become  the  standard  materials  of  another  science.  With- 
out attempting  to  define  geology,  history,  and  the  rest,  I 
wish  to  emphasize  the  truth  that  the  main  object  of  geograph- 
ical science  is  to  give  us  vivid,  living  pictures  of  the  land- 
scapes of  the  world. 

Each  of  us  knows  his  home  landscape.  How  few  of  us 
know  distant  landscapes;  and  how  difficult  it  is,  if  we  wish 
to  learn  about  them,  to  find  sufficient  sources  of  information ! 
We  may  know  how  many  miles  wide  a  state  is,  how  many 
thousands  of  population  it  contains,  but  what  are  the  living 
landscapes  of  the  state?  It  is  singularly  difficult  to  form 
a  true  concept  of  the  regions  of  the  world,  in  spite  of  all  the 
geographical  work  already  done  upon  them. 

It  is  therefore  a  great  field  to  which  this  University  is 
about  to  direct  special  attention.  Although  I  shall  not  live 
to  see  the  fruition  of  the  effort,  I  venture  to  suggest  some 
of  the  lines  along  which  advance  toward  fruition  may  be 
made.  They  concern  the  methods  and  the  means  of  studying 
the  landscapes  and  regions  of  the  world. 

Geography  as  studied  in  different  nations  has  become  more 
or  less  specialized.  The  British  are  wonderful  explorers; 
they  go  out  to  distant  parts  of  the  world  and  come  back  home 
again;  but  they  are  not  very  good  in  telling  the  rest  of  us 
what  they  have  seen.  Their  explorers  have  been  everywhere, 
and  they  have  acquired  a  vast  part  of  the  earth  for  their 
own  empire;  yet  it  is  extremely  difficult  to  learn  from  those 
active  explorers  what  their  empire  really  is.  The  French 
have  developed  a  very  distinctly  historical  school  of  geog- 
raphy; their  methods  are  very  scholarly  but  they  incline 
so  far  towards  history  that  one  wonders  after  all  if  they  are 
not  producing  geographical  history  instead  of  geography 
proper.  The  Germans,  with  something  of  their  characteristic 
profundity,  have  plunged  too  deeply  into  geology,  and  as  a 
result  bring  into  their  geography  a  quantity  of  irrelevant 
erudition  that  delays  the  understanding  of  the  plainly  visible 
landscape;  they  know  so  much  and  tell  us  so  much  of  what 
they  know  that  the  plain  thing  before  us  is  rather  obscured. 
The  American  school,  if  there  be  one,  has  been  not  so  much 
over-developed  on  the  geologic  or  physiographic  side,  as  not 


48  Inauguration 


enough  developed  on  the  humanistic  side.  It  is  to  the  better 
balanced  development  of  an  American  school  of  geography 
that  I  hope  the  new  President  and  the  future  professors  and 
students  of  this  university  will  devote  themselves.  Let  the 
geography  that  they  teach  and  study  contain  no  irrelevant 
matter;  let  it  have  a  truly  geographical  flavor;  and  let  it 
pass  beyond  the  merely  utilitarian  field  into  purely  scientific 
research,  like  the  research  of  astronomy. 

How  greatly  has  the  world  been  moved  recently  by  one 
of  the  most  famous  of  Americans,  Michelson,  because  of 
his  discovery  of  a  method  for  measuring  the  diameter  of  the 
stars :  what  an  absolutely  useless  discovery,  yet  how  superb  I 
Let  us  therefore  hope  that  geography,  with  all  its  enormous 
practical  value,  as  indicated  in  the  address  of  your  President 
this  afternoon,  will  not  stop  with  simply  utilitarian  study; 
let  us  hope  that  there  may  be  in  the  future  as  great  a  thrill 
when  some  remote  and  lofty  geographical  discovery  is  an- 
nounced as  was  felt  when  Michaelson  told  us  that  he  had 
measured  the  diameter  of  a  star. 

Let  all  the  elements  of  the  subject  and  all  of  its  utilitarian 
applications  be  looked  into  fully,  but  let  the  University  go 
on  and  build  up  the  highest  kind  of  scientific  geography.  I 
firmly  believe  that  the  geographer  will  never  get  the  best 
out  of  his  science  until  he  plunges  as  far  ahead  as  possible 
into  topics  that  may  have  no  apparent  or  immediate  appli- 
cation. 

Now  what  are  the  material  means  by  which  scientific  geog- 
raphy may  be  best  pursued?  There  must  be,  in  the  first 
place,  a  good  number  of  professors  of  geography,  at  least 
one  for  a  continent,  as  well  as  instructors  and  assistants, 
laboratories  and  libraries.  The  professors  must  not  spend 
all  their  time  at  their  desks;  they  must  be  appointed  on  a 
plan  which  shall  enable  each  one  in  rotation  to  spend  a  con- 
siderable fraction  of  his  time,  about  one  year  in  every  five 
or  six,  away  from  the  University,  in  his  own  special  field  of 
out-door  research:  and  on  his  return  he  must  not  be  at  once 
plunged  into  administration  or  teaching,  but  must  have  a 
sufficient  measure  of  free  time  to  work  up  the  results  of  his 


ClarkUniversity  49 

field  study.  Further:  when  he  is  sent  out  for  exploration 
or  research,  he  must  not  go  on  half  pay;  he  ought  to  have 
double  pay,  for  it  is  a  great  deal  more  expensive  to  carry 
on  geographical  work  in  central  Asia  than  in  Worcester! 
If  it  is  desired  that  the  future  professor  of  geography  in 
Clark  University  shall  do  real  geographical  research,  double 
his  pay  in  those  years  when  he  is  sent  off  to  foreign  lands; 
and  on  his  return  give  him  the  fullest  opportunity  to  write 
out  his  results.  For  the  following  year,  he  may  have  con- 
ferences with  advanced  students  on  special  problems,  but  he 
should  be  largely  free  to  make  the  best  of  what  he  went  out 
to  get. 

As  to  students;  do  not  wait  until  they  have  finished 
their  graduate  work  before  sending  them  into  the  field;  but 
as  soon  as  they  have  had  fair  preparation  and  have  shown 
good  capacity,  give  them  the  very  best  means  of  development 
by  despatching  them  to  distant  places  where  they  must 
work  largely  alone,  or  perhaps  in  pairs,  on  new  problems; 
provide  them  with  sufficient  means  not  for  luxury  but  for 
success ;  let  them  remain  six  months  at  least,  perhaps  a  year. 
Then,  when  they  come  back  again,  see  that  they  spend 
sufficient  time  in  working  up  the  results  of  their  explorations, 
and  let  their  reports  serve  as  their  theses  for  the  doctorate. 
Do  not  accept  for  a  thesis  a  little  home  problem,  but  demand 
a  good  large  problem,  the  solution  of  which  will  test  a  stu- 
dent's mettle.  A  thesis  prepared  in  this  way  should  present 
a  region  or  district  of  the  world  so  clearly  that  others  can 
see  it  for  themselves. 

The  establishment  of  a  graduate  school  of  geography  is 
a  dream  that  I  have  long  had,  but  I  hardly  imagined  it  pos- 
sible to  see  the  beginning  of  its  realization;  yet  from  what 
we  have  heard  to-day  the  dream  may  become  a  reality  and 
it  is  with  that  prospect  before  you,  Mr.  President,  that  I 
salute  you  in  your  new  position.  It  will  be  a  great  pleasure 
to  watch  your  progress  along  the  path  that  you  have  marked 
out.  Let  me  wish  you  every  opportunity  and  every  success, 
and  to  these  congratulations  of  my  own,  I  beg  leave  to  add 
those  of  the  old  university  which  I  have  the  honor  to  represent. 


50  Inauguration 


George  Roberts 
Vice-President  of  the  National  City  Bank,  of  New  York 

I  am  here,  as  you  know,  in  the  humble  capacity  of  a  sub- 
stitute. Few  would  be  qualified  to  take  Mr.  Vanderlip's 
place  in  any  discussion  of  international  relations,  and  I  do 
not  assume  to  fill  his  place.  Before  leaving  this  morning,  he 
gave  me  a  letter  which  he  requested  me  to  read  to  this  com- 
pany, and  which  I  know  you  will  be  glad  to  hear.  It  is 
addressed  to  Dr.  At  wood. 
"My  Dear  Doctor  Atwood: — 

' '  I  doubly  regret  my  inability  to  be  present  at  your  installa- 
tion as  President  of  Clark  University. 

"I  should  like  to  do  my  small  part  in  paying  you  honor 
on  this  occasion,  and  my  inability  to  keep  my  engagement 
would,  for  that  reason  alone,  be  a  source  of  regret. 

"The  occasion  has,  however,  to  my  mind,  a  deeper  signifi- 
cance than  ordinarily  attaches  to  the  installation  of  a  new 
president  of  an  institution  of  learning,  important  as  that 
may  be, 

"In  taking  the  step  that  you  are,  leading  as  it  will  to  new 
endeavor  for  higher  education  and  in  putting  a  fresh  emphasis 
upon  the  importance  of  geographical  studies  which  the  new 
plans  for  Clark  University  contemplate,  you  are,  it  seems 
clear  to  me,  taking  a  leading  part  in  a  movement  of  deep 
significance,  and  I  am  sorry  to  miss  the  opportunity  which 
the  occasion  would  have  made  for  saying  a  word  in  regard 
to  what  I  believe  is  the  practical  value  of  such  a  movement 
to  American  business.  I  am  not  thinking  so  much,  either, 
of  business  as  measured  by  mere  statistics  of  imports  and 
exports,  as  I  am  of  the  larger  consideration  of  the  practical 
value  of  such  an  undertaking  to  the  proper  economic  and 
social  development  of  the  American  people. 

"There  is,  perhaps,  no  fact  which  has  more  profoundly 
impressed  me  than  the  vast  growth  in  the  world's  population 
and  the  significant  social  and  economic  results  that  flow  from 
it.  The  world's  population  has  much  more  than  doubled, 
in  the  life-time  of  a  man.  A  better  economic  organization  of 
world  affairs  must  be  achieved  if  we  are  to  have  any  assurance 


Clark    U  niv  e  r  sit  y  51 

of  peace  between  nations  or  any  solid  promise  of  a  continued 
advance  in  the  general  standard  of  living.  A  fundamental 
basis  for  a  better  economic  organization  of  the  world  is  a 
better  scientific  understanding  of  world  resources  and  a  wider 
dissemination  of  geographical  knowledge. 

''If  that  is  true,  and  it  seems  clear  to  me  that  it  is,  you 
are  assuming,  along  with  the  honors  of  a  college  presidency, 
a  great  responsibility,  and  there  is  open  before  you  a  great 
opportunity.  I  sincerely  hope  that  you  will  realize  in  the 
largest  way  the  possibilities  of  that  opportunity. 
"Faithfully  yours, 

"Frank  A.  Yanderlip." 

I  will  take  for  the  text  of  my  remarks  the  reference  which 
Mr.  Vanderlip  has  made  to  the  increase  of  world  population. 
I  do  so  because  I  have  been  myself  profoundly  impressed 
with  the  fact.  I  do  not  think  the  people  of  this  country, 
or  of  the  world,  have  begun  to  appreciate  the  significance, 
the  influence,  upon  social  and  political  conditions  in  this  coun- 
try and  throughout  the  world  of  the  occupation  of  the  Miss- 
issippi Valley.  I  am  impressed  by  it  perhaps  because  that 
was  my  birthplace.  To  a  great  extent  the  settlement  of  the 
Mississippi  Valley  has  taken  place  in  my  life  time. 

Now,  I  know  that  this  question  of  the  pressure  of  popula- 
tion upon  natural  resources  is  not  new;  it  has  been  gravely 
considered  before,  years  ago.  It  is  just  about  100  years  ago 
since  Malthus  wrote  his  famous  essay  upon  Population ;  Eur- 
ope was  passing  through  hard  times,  the  times  during  and 
immediately  following  the  Napoleonic  wars;  Europe  w,as 
thought  to  be  over-populated  at  that  time.  The  outlook  for 
the  future  for  the  masses  of  the  people  seemed  to  be  very 
gloomy.  It  looked  as  though  the  command  of  man  over  the 
resources  of  Nature  was  hardly  sufficient  to  assure  a  miserable 
living  for  the  population,  to  say  nothing  of  ameliorating  living 
conditions.  College  men,  statesmen,  clergymen,  the  leaders 
of  society,  gravely  discussed  plague  and  starvation  and  war 
as  perhaps  necessary  agencies  for  holding  the  population  in 
check.    But  the  development  of  the  steam  engine  and  the  loco- 


52  Inauguration 


motive,  and  the  opening  of  the  Mississippi  Valley  changed 
all  that.    But  changed  it  for  how  long? 

My  father  was  born  in  Central  New  York;  when  he  grew 
up  to  be  a  man  and  looked  around  to  see  what  he  would  do 
for  a  living,  it  seemed  to  him  there  was  no  longer  much  of 
a  chance  for  a  young  man  in  the  State  of  New  York  (that 
was  about  1840),  and  he  determined  to  go  to  a  new  country. 
He  fixed  upon  the  Territory  of  Iowa,  and  so  it  came  about 
that  I  was  born  in  the  State  of  Iowa.  You  geographers  may 
be  interested  to  know  what  seemed  to  be  the  most  direct 
route — he  took  the  Erie  Canal  route,  down  to  New  York 
City  and  a  sailing  vessel  for  New  Orleans  and  went  up  the 
Mississippi  River. 

There  were  about  17,000,000  people  in  the  United  States 
when  my  father  went  to  Iowa,  and  my  children,  if  they  live, 
will  see  200,000,000.  There  were  about  175,000,000  people 
in  Europe  at  the  close  of  the  wars  with  Napoleon,  and  about 
450,000,000  now.  And  all  these  people  and  their  descendants, 
the  increasing  population  must  be  fed  and  clothed  and  housed, 
and  the  ability  to  do  it  depends  largely  upon  access  to  the 
soil  and  to  command  over  the  resources  of  Nature. 

The  statesmen  of  Europe  always  said  that  the  real  test  of 
American  institutions  would  come  when  the  free  lands  were 
closed.  I  remember  reading  long  ago  in  the  Essays  of  Ma- 
caulay  his  side  of  the  discussion  with  someone  (I  have  for- 
gotten whom)  over  the  question  of  enlarging  the  suffrage 
in  England.  It  was  perhaps  eighty  years  ago ;  and  Macaulay 
(who  was  a  liberal  for  his  day,  a  member  of  the  Liberal  party, 
the  Whig  party  at  that  time) ,  was  opposed  to  the  enlargement 
of  the  suffrage,  and  the  reason  he  gave  was  that  you  could 
not  expect  the  masses  of  the  people,  if  they  had  power  put 
into  their  hands,  to  consent  to  such  an  accumulation  of 
capital  in  comparatively  few  hands  as  was  actually  neces- 
sary for  the  development  and  progress  of  industry  and  for 
the  best  interests  of  the  entire  population.  His  opponent 
answered  him  by  pointing  to  the  example  of  the  United  States 
and  the  success  of  democratic  institutions  in  the  United  States ; 
and  I  remember  Macaulay 's  answer.  He  said,  "As  for  Amer- 
ica I  appeal  to  the  Twentieth  Century ! ' ' 


C  I  ark    U  niv  er  sity  53 

The  Twentieth  Century  is  here,  and  all  the  problems  that 
Macanlay  predicted  are  before  us  to-day. 

Throug-hout  all  our  past,  there  has  been  always  fresh  fertile 
land  further  West,  beyond  the  settlements,  to  which  the  popu- 
lation continually  overflowed.  It  has  been  a  safety  valve 
to  society  in  the  past.  Those  days  are  gone ;  the  free  lands 
are  gone ;  the  cheap  lands  are  gone ;  there  still  may  be  a  great 
increase  in  food  production  in  the  United  States,  but  it  must 
come,  in  the  future,  from  lands  upon  which  there  must  be  a 
considerable  expenditure  of  capital  in  preparation,  in  drain- 
age, in  irrigation,  in  clearing  cut-over  lands,  etc.,  and  by  more 
scientific  methods  of  agriculture. 

It  is  like  this  as  to  our  other  resources.  Time  was 
when  New  York  was  a  great  timber  state.  Pennsylvania,  I 
think  no  farther  back  than  1870,  led  all  States  in  the  pro- 
duction of  timber.  Now,  New  York  and  Pennsylvania  get 
their  lumber  from  other  States,  largely  from  the  South;  and 
within  ten  years,  four-fifths  of  all  the  lumber  mills  that  are 
cutting  lumber  in  the  southern  states  will  be  shut  down  be- 
cause the  tributary  timber  will  be  gone,  and  then  all  our 
timber  will  come  from  the  Pacific  States,  and  eventually  the 
price  of  lumber  must  be  high  enough  to  pay  for  growing 
timber. 

Thus,  we  see  that  as  the  population  increases,  the  strug- 
gle to  maintain  and  advance  the  standard  of  living  becomes 
constantly  more  severe.  As  population  increases  and  as  the 
natural  resources  are  depleted  we  are  dependent  upon  the 
higher  and  more  effective  organization  of  industry  and  the 
gains  by  invention  and  scientific  discovery.  The  situation  in 
recent  years  has  put  the  whole  industrial  organization  under 
strain.  Our  wage-earners  have  felt  that  their  wages  were 
not  reaching  quite  as  far  as  formerly  and  have  wanted  more 
pay.  Business  men  have  felt  their  costs  were  increasing  and 
profits  diminishing,  and  have  tried  to  push  up  the  prices 
of  what  they  had  to  sell.  Everybody  has  been  reaching  out 
to  recoup  himself  somewhere,  and  everybody  wondering  what 
was  the  matter  and  suspecting  that  somebody  was  to  blame. 
It  does  not  follow  that  somebody  has  been  to  blame.    We  have 


54  Inauguration 


not  been  getting  so  much  for  nothing  as  we  did  when  our 
cattle  were  pastured  on  the  public  domain. 

All  this  affects  us  vitally.  It  has  a  bearing  upon  our  na- 
tional policies.  Like  all  new  peoples  and  new  countries  we 
have  been  anxious  to  develop  our  resources,  to  increase  our 
population,  to  make  ourselves  industrially  independent.  We 
have  pursued  what  we  have  called  a  policy  of  protection  to 
all  our  home  interests  for  the  purpose  of  doing  so.  It  is 
a  natural  policy  for  a  new  people  to  pursue.  Even  the 
daughter  Dominions  of  Free  Trade  England  do  the  same; 
but  a  change  has  come  over  the  situation.  During  all  these 
years  in  the  past,  we  have  been  exporters  of  food  stuffs  and 
raw  materials,  and  the  duties  which  were  nominally  levied 
upon  them  were  not  actually  effective  upon  the  cost  of  these 
things,  because  we  were  exporting  them  at  that  time.  That 
situation  has  changed  and  the  time  is  coming,  and  near  at 
hand,  when  we  must  make  our  decision  as  to  whether  we 
will  integrate  our  industries  to  the  industries  of  the  world, 
develop  our  industrial  system  as  a  part  of  the  industrial 
system  of  the  world,  or  whether  we  will  choose  a  policy  of 
isolation  and  exclusion. 

You  have  here  in  New  England  a  great  shoe  industry  which 
has  demonstrated  its  ability  to  meet  competition  in  all  parts 
of  the  world,  but  can  the  shoe  industry  do  that,  if  it  is  obliged 
to  pay  a  duty  on  imports  of  hides  which  will  lift  it  above 
the  level  of  costs  for  the  rest  of  the  worlds  And  the  same 
question  comes  up  as  to  every  duty  which  increases  the  cost 
of  living  to  the  wage  earner  and  which  requires  that  he  shall 
he  compensated  in  his  wage  for  the  higher  cost  of  living. 
We  have  just  now,  in  Congress,  a  bill  pending,  directed  par- 
ticularly at  our  neighboring  and  friendly  country,  Canada, 
against  importations,  especially  food.  This  country  is  an 
exporter  of  wheat  to-day.  We  have  exported  over  200,000,000 
bushels  of  wheat  since  the  1st  of  July,  and  our  importations 
of  wheat  from  Canada  have  been  something  like  30,000,000, 
much  of  which  has  gone  through  this  country  to  foreign  coun- 
tries; and  yet,  largely  by  our  habits  of  thinking  in  the  past, 
attention  has  been  fixed  upon  those  small  importations  of 
wheat  without  regard  to  the  great  exportations  of  manufac- 


Clark    University  55 

tured  g^oods  from  this  country  to  Canada.  Our  exports  to 
Canada  in  the  last  year,  in  round  numbers,  were  $971,000,000, 
and  our  total  imports  from  Canada,  including  agricultural 
products  and  all  products,  have  been  about  $611,000,000. 
That  is  to  say,  Canada,  on  balance,  owes  us  over  $360,000,000 
on  the  trade  of  last  year.  Is  it  reasonable,  is  it  business-like, 
to  see  only  the  $600,000,000  coming  in,  and  disregard  the 
$900,000,000  going  out? 

These  are  some  of  the  questions  which  are  becoming  prac- 
tical questions  for  us  to  solve,  questions  of  our  geographical 
and  economic  relations  with  the  rest  of  the  world.  It  is  a 
question  of  mutual  interests,  and  of  our  own  interests,  in  the 
broadest  sense.  The  fundamental  fact  about  world  relations 
and  all  economic  relations  is  this  mutuality  of  interests,  and 
yet  that  fact  is  so  faintly  comprehended  that  we  have  a  world 
of  rivalries  and  antagonisms  that  at  times  break  out  in  war. 
The  responsibility  for  war  does  not  rest  entirely  with  the 
country  that  fires  the  first  gun.  The  spirit  of  war  is  devel- 
oped in  these  mistaken  ideas  about  national  interests.  If  two 
peoples  believe  that  their  vital  interests  are  fundamentally 
in  conflict,  that  there  is  an  irreconcilable  rivalry  and  struggle 
between  them,  if  each  believes  that  the  future  of  its  country 
and  of  its  children  is  at  stake,  why  of  course  they  will  fight^ — 
there  is  nothing  else  to  do,  it  is  an  inevitable  outcome. 

That  whole  conception  of  international  relations  is  funda- 
mentally wrong.  It  is  based  upon  the  theory  that  there  is 
danger  of  constant  over-production,  that  there  will  not  be 
a  market  for  products;  and  that  whole  theory  of  over-pro- 
duction is  an  insult  to  the  intelligence  and  aspirations  of  the 
people. 

The  people  of  this  country  live  upon  a  level  of  comfort 
that  is  far  above  that  of  any  other  people  of  the  world,  and 
yet  it  is  far  below  the  level  of  their  own  wants  and  their 
own  proper  aspirations.  There  is  no  danger  of  any  such 
thing  as  general  over-production.  There  may  be  an  unbal- 
anced production;  there  is  that  throughout  the  world  to-day. 
The  people  of  every  country  of  the  world  to-day  are  sitting 
upon  their  piles  of  products,  eager  to  buy  and  sell  and  unable 
to  do  either  because  there  is  a  state  of  unbalanced  production^ 


56  Inauguration 


due  to  the  disorganization  caused  by  the  war.  But  there  is 
no  such  thing  as  general  over-production.  If  we  could  get 
that  idea  out  of  the  minds  of  the  public,  and  out  of  the 
thought  of  the  business  world,  it  would  mean  a  great  gain 
for  friendly  relations. 

The  great  problem  of  to-day  is,  to  so  organize,  to  so  co- 
ordinate, and  integrate  and  balance  the  industries  of  the  world 
as  to  provide  the  greatest  possible  amount  of  all  the  comforts 
of  life  for  the  masses  of  the  people.  That  is  the  great  appeal 
to  the  enlightened  and  constructive  forces  of  the  world. 

Dr.  John  H.  Finley 

Former  President  of  New  York  State  University  and  Commis- 
sioner of  Education  of  the  State  of  New  Yorh^  Associate 
Editor  of  the  "New  York  Times" 

I  do  not  know  what  can  recommend  me  to  your  attention 
at  this  time  of  night.  I  cannot  even  claim  such  ancestry  as 
that  which  Mr.  Roberts  has;  my  ancestors  came  over  in  a 
boat,  probably  named  the  "Shamrock" — if  not  the  ''Sham- 
rock," the  "Thistle."  I  early  in  life,  in  a  co-educational 
institution  out  in  the  West,  learned  the  futility  of  endeavoring 
to  compete  with  descendants  of  the  "Mayflower" — so  I  mar- 
ried one. 

All  I  can  say,  in  recommending  myself  to  you,  is  that  I  am 
now  the  ancestor  of  three  descendants  of  the  ' '  Mayflower. ' ' 

I  have  but  a  short  time  at  my  command;  I  am  taking  a 
train  soon;  but  I  wish  particularly  publicly  to  express  my 
appreciation  of  the  recognition  I  have  received  from  the 
President  and  Trustees.  Some  years  ago,  I  walked  across 
the  State  of  New  Hampshire  to  attend  the  inauguration  of  a 
certain  president.  I  arrived  at  the  Inn,  looking  like  a  tramp, 
and  I  saw  this  gentleman  (indicating  Dr.  G.  Stanley  Hall  on 
his  left)  and  I  asked  him  to  identify  me.  He  said  he  had 
never  seen  me  before.  To-night,  I  have  a  dress  suit  and  a 
white  tie  and  he  recognized  me.  I  wish  to  acknowledge  the 
honor  of  being  permitted  to  sit  at  the  right  of  this  man  who 
is  at  my  left.  The  last  time  I  saw  him  was  out  on  the  prairie 
where  we  were  doing"  one-nis^ht  stands  tos^ether  and  we  had 


C  I  ark    U  niv  er  sity  57 

to  make  a  certain  connection.  I  think  you  owe  me  still  a  half 
dollar,  sir.  I  bribed — I  mean,  I  gave — the  engineer  a  silver 
dollar  in  order  to  persuade  him  to  move  the  train  a  little  faster 
so  that  we  should  make  our  connection.  That  dollar  went 
farther  than  any  I  ever  spent,  I  think,  in  my  life.  And  here 
I  am  at  his  side,  in  the  class  of  "Formers" — ^Mr.  Roberts  and 
the  two  end  men  are  not  in  that  class. 

A  "Former"  is  one  who  after  he  has  filled  a  number  of 
important  positions,  such  as  you  and  I  have  filled  (indicating 
Dr.  Hall)  becomes  a  "former"  of  public  opinion. 

I  said  to  the  Association  of  College  Presidents  the  other 
night  that  I  had  two  supreme  distinctions  in  my  life,  both 
of  which  I  have  lost: — first,  I  was  at  one  time  the  youngest 
college  president  in  the  world.  I  soon  lost  that  distinction — 
through  no  fault  of  mine.  Then  I  resigned  a  few  weeks  ago 
the  position  of  president  of  the  University  of  the  State  of 
New  York.  At  that  time,  I  think  I  was,  save  one,  the  oldest 
living  university  president,  in  point  of  service  I  mean,  in  the 
United  States,  which  will  indicate  to  you  how  young  the  other 
university  presidents  are. 

I  stand,  as  I  said  to  the  Presidents  the  other  night,  as 
Priam  at  the  walls  of  Troy,  except — there  is  no  Helen  at  my 
side,  wise  with  age  and  garrulous  with  years,  calling  Helen's 
attention  to  the  young  warriors  who  are  coming  to  take  the 
places  of  these  old  men  who  have  become  "formers."  It  is 
a  great  pleasure  to  be  here. 

I  find  I  was  to  speak  on  the  subject  of  "The  Tele- Victorian 
Age."  I  hesitated  to  select  that  subject,  because  it  is  in 
violation  of  the  rules  of  a  philologist,  but  it  has  a  certain 
geological  and  geographical  import.  Then  I  discovered,  after 
hearing  President  Atwood  's  talk  of  this  afternoon  that  we 
had  passed  out  of  that  age — of  course  he  gave  it  another 
name,  I  chose  one  of  classical  import.  He  called  it  the  period 
of  expansional  evolution.  He  said  we  have  passed  out  of 
that  and  are  coming  into  the  period  of  restrictional  evolution ; 
that  is,  we  are  going  into  an  age  which  I  should  call  the  Peri- 
Nicean  age.  We  are  entering  upon  what  I  should  call  the 
Peri- Victorian  age;  we  have  already  passed  the  "tele"  age, 
the  age  of  the  conquests  of  the  future. 


58  Inauguration 


I  looked  in  my  old  Greek  dictionary  to  find  out  how  many 
peri  (near)  and  how  many  tele  (far)  words  there  were.  I 
discovered  the  ratio  was  about  16  to  1,  that  there  were  67 
columns  of  ''near"  words,  "peri"  words  and  between  4  and 
5  columns  of  ''far"  words.  I  was  going  to  give  some  illus- 
trations, but  time  does  not  permit.  If  you  will  examine  the 
dictionary,  you  will  find  what  I  have  said  is  true.  Most  of 
those  "tele"  words  of  the  old  Greek  time  were,  after  all, 
"near"  words.  It  would  seem  so  to  us  now  because  the  whole 
world  at  that  time  was  not  larger  than  the  United  States. 
And  think  what  education  meant  at  that  time! 

A  certain  distinguished  university  president  has  defined 
education  as  ' '  adaptation  to  one 's  environment. "  I  do  not  like 
that  definition,  it  is  not  a  good  definition  for  human  beings. 
The  definition  is,  "the  conquest  of  one's  environment."  I 
have  made  a  list  of  the  accomplishments  of  a  single  man  in 
ancient  times,  Hippocrates:  he  had  "conquered  his  environ- 
ment. ' '  Just  think  of  what  this  man  knew ! — he  was  abreast 
of  his  time  as  an  astronomer,  he  had  traveled  the  greater  part 
of  the  earth,  he  knew  something  of  navigation,  knew  something 
of  law,  he  was  fond  of  music  and  poetry,  he  was  a  critic  of 
art,  he  assumed  to  write  authentically  on  colors,  ethics,  etc., 
also  wrote  an  essay  on  ' '  cheerfulness. ' '  After  all,  the  sciences 
with  which  he  was  familiar  are  the  sciences  that  had  to  do 
with  the  audible  and  the  visible. 

We  are  as  we  were  told  to-day,  on  the  edge  of  this  Peri- 
Victorian  age,  when  all  things  shall  become  as  "near." 

I  have  some  notes,  which  if  I  should  read  them  to  you, 
would  tell  you  how  this  world  has  been  extended  during  this 
Tele- Victorian  period,  but  I  cannot  speak  of  that.  We  have 
now  come  into  the  planetary  consciousness,  and  I  think  into 
the  cosmic  consciousness,  and  this  Clark  University  is  to  be  a 
place  of  cosmic  consciousness.  In  talking  with  a  professor  of 
astronomy,  he  asked  me,  Do  you  generally  talk  in  terms  of 
"cosmic  conversation."  Here  is  a  place  where  cosmic  con- 
versation may  go  on  continuously.  The  "far"  is  to  become 
as  the  "near." 

I  saw  a  man  who  was  most  enthusiastic  over  a  trilobite, 
a  creature  which  no  longer  exists.     He  had  discovered  there 


C I  ark    V  niv e r sity  59 

was  a  little  indentation  which  indicated  to  him  that  it  had 
a  median  eye.  I  asked  him  why  the  creature  had  disap- 
peared from  the  face  of  the  earth,  and  he  said  it  was  because, 
I  suppose,  one  of  his  eyes  was  used  for  far-seeing  and  the 
other  for  near;  he  had  lost  either  the  middle  or  one  of  the 
other  eyes  and  could  not  see  both  at  a  distance  and  near  at 
hand  and  so  disappeared. 

That  is  suggestive,  it  seems  to  me.  We  have  got  to  keep 
our  eye  on  the  ''far"  as  well  as  the  ''near,"  and  on  the 
"near"  as  well  as  the  "far."  We  must  not  neglect  those 
things  about  us. 

I  remember  once  I  was  trying  to  get  into  a  position  to  see 
the  Coliseum  and  all  but  fell  over  a  plough  made  in  Syracuse, 
New  York.  I  have  often  thought  that  that  plough  was 
immensely  more  significant  than  the  Coliseum,  if  only  we 
could  understand  its  significance.  I  have  other  illustrations 
of  that  sort,  which  I  will  spare  you. 

A  few  days  ago  I  had  the  great  pleasure  of  attending  a 
meeting  of  the  Czecho-Slovak  mission  and  the  Chinese  mission. 
They  had  come  over  to  learn  what  they  could  from  us  and 
carry  it  back  to  their  peoples.  I  remember  a  letter  which  your 
Justice  Holmes  wrote  to  a  friend  of  mine — I  do  not  know 
how  much  of  it  was  his  and  how  much  was  a  French  phil- 
osopher's— "we  are  no  longer  looking  to  the  past  for  our 
sanctions.  We  shall  eventually  come  to  qualify  not  in  mor- 
tality but  in  locality. ' '    That  is  coming  to  be  the  tendency. 

I  have  given  expression  to  a  desire  to  walk  around  this  earth 
before  I  have  to  leave  it.  I  voiced  that  thought  to  President 
Ferry  the  other  night.  He  said  that  reminded  him  of  a  French 
priest  whom  he  knew  and  whom  he  had  just  seen  in  California. 
He  said  to  him.  How  does  it  happen  that  you  are  here?  And 
the  priest  said,  "Ah,  I  had  a  dream  one  night  in  my  little 
parish  in  France,  a  dream  that  I  had  come  to  the  end  of  my 
life  and  was  summoned  into  the  presence  of  God,  and  the 
first  question  He  asked  me  was,  What  do  you  think  of  my 
earths  The  priest  said,  I  was  very  much  embarrassed.  I 
had  to  tell  the  Lord  I  had  not  been  outside  of  my  parish." 


60  Inauguration 


President  Atwood  and  his  corps  of  explorers  and  students 
will  be  a  great  help  to  the  Almighty  some  day!  They  will 
be  able,  to  tell  the  Lord  about  this  wonderful  earth  of  His 
and  perhaps  tell  Him  how  to  ''arise  and  amend  it,"  as  the 
prayer  goes. 

I  am  going  to  read  just  these  lines — I  did  not  look  out 
of  "three  windows"  when  I  was  writing  them.  I  did  not 
look  out  of  "one  window."  They  are  apropos  of  the  light 
from  that  star  which  was  measured  by  one  who  was  a  teacher 
here  in  Clark  University: 

The  light  that  started  toward  your  eyes 
From  the  "Colossus  of  the  skies" 
A  century  before  your  birth 
Has  but  this  second  reached  the  earth. 

Long,  long,  it's  been  upon  the  way 

To  give  you  God-speed  on  this  day 

Yet  has  it  come  althro '  the  night 

With  God's  own  speed,  the  speed  of  light. 

Orion's  bands  at  last  are  loose 
Since  one  has  measured  Betelgeuse 
One  who  has  taught  in  your  own  halls 
And  seen  the  stars  beyond  your  walls. 


So  may  the  light  of  Heaven  be 
The  lamp  of  your  geography. 


Wallace  Walter  Atv^ood 
President  of  Clark  University 

I  told  my  secretary  and  I  told  the  members  of  the  Board 
of  Trustees  that  I  should  wait  until  this  evening  before  I 
attempted  to  think  of  what  I  should  say  at  the  close  of  this 
program,  so  you  see  that  I  am  put  down  without  any  theme 
at  all. 

One  thing  comes  to  me  at  once, — I  sincerely  appreciate  the 
unusual  attention  which  has  been  given  to  the  speakers  to- 


CI  ark    U  niv ersity  61 

night,  and  the  attention  that  was  given  to  the  speakers  this 
afternoon.  I  appreciate  especially  the  attention  which  you 
gave  to  me  late  this  afternoon  when  it  was  perhaps  a  little 
uncomfortable  in  our  hall. 

The  spirit  in  which  you  have  received  the  ideas  presented 
this  afternoon  and  this  evening  is  of  peculiar  significance  to 
me,  and  it  has  impressed  me  more  and  more  with  the  possi- 
bilities that  lie  before  us  here  at  Clark,  and  also  the  responsi- 
bility which  we  have  assumed. 

We  need  a  group  of  men  and  women  who  are  equal  to  this 
new  responsibility.  Some  of  the  speakers  have  qualified  this 
evening  for  positions  on  the  new  faculty,  and  I  think  an 
early  meeting  of  our  Board  will  be  necessary. 

I  am  pleased  to  have  so  cordial  a  welcome  from  Your  Honor 
the  Mayor.  I  want  to  feel  at  home  in  Worcester,  and  I  want 
to  serve  Worcester.  I  am  delighted  to  hear  from  my  prede- 
cessor at  Harvard;  he  will  live,  I  believe  and  trust,  to  see 
a  great  deal  of  that  of  which  he  has  dreamed  accomplished, 
and  I  expect  him  to  continue  to  co-operate  actively  with  me 
in  this  work.  It  is  a  great  pleasure  for  me  to  find  my  prede- 
cessor at  Clark  University,  Dr.  Hall,  believing  in  the  ideals 
which  we  now  have  before  us  and  which  we  have  emphasized 
to-night. 

Also,  to  hear  from  Mr.  Vanderlip  and  from  Mr.  Roberts 
of  ideas  and  ideals  mth  which  you  know  I  am  in  perfect 
sympathy  is  most  encouraging.  They  knew  nothing  of  what 
was  said  this  afternoon.  Mr.  Roberts  arrived  from  New 
York  at  5  p.  M.  Both  Mr.  Vanderlip  and  Mr.  Roberts  have 
been  and  are  now  studying  many  of  the  most  important 
national  and  international  problems.  They  approach  those 
problems  from  a  somewhat  different  angle  and  with  a  dif- 
ferent background  of  experience  than  that  of  the  scientist 
or  educator,  but  it  is  a  great  satisfaction  to  find  that  our 
conceptions  of  those  problems  and  our  ideals  for  solving  them 
are  in  perfect  harmony. 

The  American  people  are  to  play  a  large  part  in  the  affairs 
of  the  world.  I  trust  that  you  will  keep  that  fact  clearly  in 
mind.      Our  further  development   and  possibly  our  future 


62  Inauguration 


peaceful  existence,  will  depend  upon  our  treatment  of  other 
nations  in  our  international  affairs. 

Among  all  my  friends  who  have  been  so  kind  to-night,  this 
poetic  genius,  whom  I  love  so  dearly  has  made  as  great  a  sacri- 
fice as  any  one  to  be  here.  He  will  leave  for  Europe  in  about 
48  hours,  and  I  realize  that  in  giving  us  so  much  of  his  time 
to-day  he  has  undoubtedly  overcrowded  his  program.  Just 
the  other  evening,  when  he  passed  through  the  city  late  at 
night,  we  had  a  short  visit.  I  little  thought  then,  when  he 
asked  me  the  pronunciation  of  that  famous  star,  Betelgeuse, 
what  he  was  going  to  do  with  the  name.  I  wish  that  each  one 
of  you  could  take  a  stroll  with  him — not  one  of  his  70-mile 
strolls,  but  just  a  walk  in  the  woods — for  he  is  a  true  lover  of 
out-of-doors. 

On  Thursday  evening  Dr.  Finley  will  leave  this  country 
with  the  duty  before  him  of  interpreting  conditions  in  an- 
other land  to  the  American  people.  I  look  upon  that  as  just 
the  sort  of  thing  we,  at  Clark  University,  shall  want  to  do. 
I  wish  we  could  annex  the  New  York  Times  editorial  staff. 
We  shall  want  to  send  men  to  all  countries  of  the  world. 
We  shall  want  men  who  can  make  correct  observations.  We 
shall  want  men  who  see  the  possibility  of  integrating  the  great 
industries  of  the  world.  Each  one  of  them  must  have-  an 
international  point  of  view. 

There  is  just  one  thought  at  this  late  hour  that  I  should 
like  to  add  to  the  evening  program.  In  the  pursuit  of  geo- 
graphic studies,  in  almost  all  research  work,  there  is  an  ele- 
ment of  fun  that  no  one  of  the  speakers  has  emphasized.  It 
is  just  pure,  downright  fun  to  get  out  of  doors  and  work 
in  the  fields,  to  see  strange  lands  or  climb  over  unknown 
mountain  ranges.  Sometimes  such  a  life  has  a  bit  of  the 
ridiculous  in  it.  I  remember  the  first  season  I  served  as  a 
geologist.  It  was  on  the  New  Jersey  Survey.  I  was  at  work 
trying  to  find  out  the  various  strata  in  the  coastal  plain  forma- 
tions. There  was  a  fluffy  sand  underlain  by  some  clay  sands, 
and  I  was  trying  to  find  the  contact  or  dividing  plane;  I 
had  thrown  away  my  trowel  and  was  down  on  my  hands  and 
knees  digging  up  the  sands  with  the  hands,  when  two  fellows 


ClarkUniversity  63 

came  by  and  one,  in  a  very  audible  voice,  said  to  the  other: 
*'I  wonder  if  he  has  buried  a  bone  there." 

Later  it  became  my  good  fortune  to  go  farther  west — far 
off  to  the  northwestern  part  of  the  continent.  Imagine  our 
little  party  on  a  mountain  crest,  following  along  some  con- 
tinental divide  trail,  away  from  all  human  settlements,  deeply 
interested  in  our  studies.  Perhaps  I  have  with  me  a  group 
of  students  and  we  are  invading  new  fields,  working  together 
on  unsolved  problems,  an  occupation  which  I  think  is  ideal 
from  an  educational  standpoint.  The  men  take  different 
sections  of  the  country  about  us  to  explore,  reporting  each 
night  on  what  they  have  discovered.  There  is  no  question 
of  looking  on  another  man's  paper,  no  question  of  whispering, 
no  unfair  coaching,  but  everybody  is  helping  everybody  else 
as  new  information  comes  in.  Imagine  us  around  a  camp 
fire,  trying  to  match  our  different  bits  of  data.  We  are  men 
doing  original  research  work ;  a  small  group,  each  helping  the 
other  and  each  man  learning  how  to  work,  and  having  before 
him  every  day  the  possibility  of  making  a  real  discovery.  Per- 
haps he  finds  a  significant  fossil  and  comes  back  at  night  to 
tell  us  about  it  as  we  sit  around  the  camp  fire.  And  yet, 
whether  it  is  on  a  mountain  top  or  on  the  hills  north  of  the 
Arctic  Circle,  when  we  look  upon  the  little  valley  below,  we 
think  of  the  trail  which  will  guide  us  homeward.  Though  we 
are  students  of  the  out-of-doors,  we  see  that  our  studies  all  fit 
into  the  welfare  of  man.  We  want  them  to  be  of  value  to 
man.  We  continue  the  search  for  the  truth  in  the  belief  that 
the  truth  when  found  and  understood  will  be  valuable.  It 
may  be  of  great  service  in  education  and  the  process  of  find- 
ing the  truth  is  distinctly  educational. 

I  think,  Mr.  Toastmaster,  I  ought  to  be  and,  perhaps  I  am, 
the  happiest  man  here  to-night.  I  think  the  responsibility 
that  I  have  assumed  is  my  strongest  emotion  to-night.  I 
wish  to  thank  all  of  you,  Trustees,  Speakers  and  Friends,  and 
all  the  people  of  Worcester  for  joining  in  this  very  happy 
occasion. 


BOARD  OF  TRUSTEES  OF 
CLARK  UNIVERSITY 

A.  GEORGE  BULLOCK  CHARLES  H.  THURBER 

FRANCIS  H.  DEWEY  ALFRED  L.  AIKEN 

HERBERT  PARKER  GEORGE  H.  MIRICK 

ARTHUR  P.  RUGG  STEDMAN  BUTTRICK 


LIST  OF  DELEGATES 

HARVARD  UNIVERSITY 

William  Morris  Davis,  Sc.  D.,  Ph.  D. 

Professor  of  Geology,  Emeritus 

Reginald  Aldworth  Daly,  Ph.  D. 

Sturgis-Hooper  Professor  of  Geology 

Robert  DeCourcy  Ward,  A.  M. 

Professor  of  Climatology 

Paul  Joseph  Sachs,  A.  B. 

Assistant  Professor  of  Fine  Arts 
YALE  UNIVERSITY 

WiLLiSTON  Walker,  Ph.  D.,  D.  D.,  L.  H.  D. 

Provost 

UNIVERSITY  OF  PENNSYLVANIA 

Hugh  Walker  Ogden,  A.  M.,  LL.  B.,  D.  S.  M. 

COLUMBIA  UNIVERSITY 

George  Vincent  Wendell,  Ph.  D. 

Professor  of  Physics 
BROWN  UNIVERSITY 

Albert  Davis  Mead,  Ph.  D.,  Sc.  D. 

Professor  of  Biology 

RUTGERS  COLLEGE 

William  Henry  Steele  Demarest,  D.  D.,  LL.  D. 

President 


Clark    University  65 

DARTMOUTH  COLLEGE 

Charles  Ramsdell  Lingkey,  Ph.  D. 

Professor  of  History 
DICKINSON  COLLEGE 

Raymond  Rush  Brewer,  A.  B. 

UNIVERSITY  OF  PITTSBURGH 

Samuel  Black  McCormick,  D.  D.,  LL.  D. 

Chancellor  Emeritus 
UNIVERSITY  OF  VERMONT 

Carroll  Warren  Doten,  A.  M. 
Professor  of  Economics,  Massachusetts  Institute  of 

Technology 
WILLIAMS  COLLEGE 

Harry  Augustus  Garfield,  LL.  D. 

President  t 
BOWDOIN  COLLEGE 

Kenneth  Charles  Morton  Sills,  LL.  D. 

Preside7it 
UNION  COLLEGE 

Howard  Conant,  A.  M. 
Principal  of  the  Holyoke  High  School,  Holyoke,  Mass. 

MIDDLEBURY  COLLEGE 

Myron  Reed  Sanford,  L.  H.  D. 

Professor  of  the  Latin  Language  and  Literature 

UNIVERSITY  OF  NEW  BRUNSWICK 

Alexander  Wilmer  Duff,  D.  Sc,  LL.  D. 
Professor  of  Physics,  Worcester  Polytechnic  Institute 

HAMILTON  COLLEGE 

Frederick  Carlos  Ferry,  Ph.  D.,  Sc.  D.,  LL.  D. 

President 
DALHOUSIE  COLLEGE 

Kenneth  Grant  Tremayne  Webster,  Ph.  D. 

Assistant  Professor  of  English,  Harvard  University 


66  I  n  a  u  g  u  r  at  i  0  n 


AMHERST  COLLEGE 

George  Daniel  Olds,  LL.  D. 

Acting  President 

TRINITY  COLLEGE    (CONNECTICUT) 
Prank  Cole  Babbitt,  Ph.  D. 

Professor  of  Greek 

RENSSELAER  POLYTECHNIC  INSTITUTE 
William  Pitt  Mason,  Sc.  D.,  LL.  D. 

Dr.   William  Weightman  Walker  Professor  of 

Chemistry 

WESTERN  RESERVE  UNIVERSITY 
Joseph  Ray  Peck,  A.  B. 

UNIVERSITY  OF  TORONTO 

Alexander  Wilmer  Duff,  D.  Sc,  LL.  D. 
Professor  of  Physics,  Worcester  Polytechnic  Institute 

DENISON  UNIVERSITY 

KiRTLEY  Mather,  Ph.  D. 

Professor  of  Geology 

NEW  YORK  UNIVERSITY 

John  Charles  Hubbard,  Ph.  D. 

Professor  of  Physics 

WESLEYAN  UNIVERSITY 

Frank  Walter  Nicolson,  LL.  D. 

Dean 

OBERLIN  COLLEGE 

The  Reverend  Robert  Elliott  Brown,  A.  B.,  B.  D 

Pastor  of  the  Second  Congregational  Church, 
Waterbm^,  Connecticut 

WHEATON  COLLEGE 

Samuel  Valentine  Cole,  D.  D.,  LL.  D. 

Presideiii 


Clark    University  67 

MARIETTA  COLLEGE 

William  G.  Ballantine,  D.  D.,  LL.  D. 

Professor  of  Bible  International  Young  Men's 
Christian  Association  College 
ALFRED  UNIVERSITY 

BooTHE  CoLWELL  Davis,  Ph.  D.,  D.  D.  LL.  D. 

President 
DE  PAUW  UNIVERSITY 

George  Bramwell  Baker,  B.  S. 

UNIVERSITY  OF  MICHIGAN 

Alfred  Henry  Lloyd,  Ph.  D. 

Professor  of  Philosophy  and  Dean  of  the 

Graduate  School 
MOUNT  HOLYOKE  COLLEGE 

Samuel  Perkins  Hayes,  Ph.  D. 

Professor  of  Psychology 
HOLY  CROSS  COLLEGE 

James  J.  Carlin,  S.  J. 

President 
THE  STATE  UNIVERSITY  OF  IOWA 
William  Fletcher  Russell,  Ph.  D. 

Dean  of  the  College  of  Education 

UNIVERSITY  OF  WISCONSIN 

Frederick  Jackson  Turner,  Ph.  D.,  LL.  D.,  Litt.  D. 

Professor  of  History,  Harvard  University 

TRINITY  COLLEGE   (NORTH  CAROLINA) 
Clyde  Olin  Fisher,  Ph.  D. 

Associate  Professor  of  Economics,   Wesleyan 

University 
TUFTS  COLLEGE 

John  Albert  Cousens,  A.  B. 

President 
CORNELL  COLLEGE 

The  Reverend  John  Edward  Johnson,  D.  D. 

President  of  the  Board  of  Trustees 


68  Inauguration 


WASHINGTON  UNIVERSITY 

The  Reverend  Christopher  Rhodes  Eliot,  A.  M., 
S.  T.  B. 

Minister  of  the  Bulfinch  Place  Church,  Boston 

BAKER  UNIVERSITY 

George  Croft  Cell,  Ph.  D. 

Pi^ofessor  of  Historical  Theology,  Boston  University 

School  of  Theology 
ALBION  COLLEGE 

Samuel  Dickie,  LL.  D., 

President 
VASSAR  COLLEGE 

Eva  March  Tappan,  Ph.  D. 

BATES  COLLEGE 

Chauncey  Coffin  Ferguson,  A.  M. 

Superintendent  of  Schools,  Millhut^,  Mass. 

MASSACHUSETTS  INSTITUTE   OF   TECHNOLOGY 
Waldemar  Lindgren,  M.  E.,  D.  Sc. 

William  Barton  Rogers  Professor  of  Economic 

Geology 
CORNELL  UNIVERSITY 

Edvstard  Leamington  Nichols,  Ph.  D.,  LL.  D.,  D.  Sc. 

Professor  of  Physics,  Ementus 
UNIVERSITY  OF  MAINE 

Chester  Squire  Phinney,  Ph.  D. 

Master  of  Modern  Languages,  Worcester  Academy 

WORCESTER  POLYTECHNIC  INSTITUTE 
Ira  Nelson  Hollis,  L.  H.  D.,  D.  Sc. 

President 
EPISCOPAL  THEOLOGICAL  SCHOOL  AT  CAMBRIDGE 
The  Reverend  William  Henry  Paine  Hatch, 
Ph.  D.,  D.  D. 

Professor  of  the  Literature  and  Interpretation  of 

the  New  Testament 


C  la  7^  h    University  69 

MASSACHUSETTS  AGRICULTURAL  COLLEGE 
Elmer  Adna  Harrington,  Ph.  D. 

Professor  of  Physics 
WEgT  VIRGINIA  UNIVERSITY 

Prank  Butler  Trotter,  LL.  D. 

President 
UNIVERSITY  OF   CALIFORNIA 

Clarence  Irving  Lewis,  Ph.  D. 

Associate  Professor  of  Philosophy 

UNIVERSITY   OF  MINNESOTA 

Frank  Maloy  Anderson,  A.  M. 

Professor  of  History,  Dartmouth  College 

NEW  HAMPSHIRE  COLLEGE 

Ralph  Dorn  Hetzel,  LL.B.,  LL.  D. 

President 
BOSTON  UNIVERSITY 

Lemuel  Herbert  Murlin,  LL.  D. 

President 
CANISIUS  COLLEGE 

The  Reverend  Michael  Joseph  Ahern,  M.  A. 

President 
HUNTER  COLLEGE  OF  THE  CITY  OF  NEW  YORK 
George  Samler  Davis,  LL.  D. 

President 
PENNSYLVANIA  COLLEGE  FOR  WOMEN 
John  Carey  Acheson,  LL.  D. 

President 
SYRACUSE   UNIVERSITY 

The  Reverend  William  Harm  an  van  Allen 
S.  T.  D.,  L.  H.  D.,  D.  C.  L.,  LL.  D. 

Rector  of  the  Church  of  the  Advent,  Boston 

SMITH  COLLEGE 

William  Allan  Neilson,  Ph.  D.,  LL.  D. 

President 


70  /  n  a  u  g  ur  a  t  i  o 


MASSACHUSETTS  STATE  NORMAL  SCHOOL 
AT  WORCESTER 

William  Billings  Aspinwall,  Ph.  D. 

Pvt'YirCi'DQ.l/ 

WELLESLEY  COLLEGE 

Elizabeth  Florette  Fisher,  B.  S. 

Professor  of  Geology  and  Geography 
Helen  Goss  Thomas,  A.  B. 

THE  JOHNS  HOPKINS  UNIVERSITY 
Frank  Morley,  Sc.  D. 

Professor  of  Mathematics 
RADCLIFFE  COLLEGE 

Christina  Hopkinson  Baker,  A.  B. 

Acting  Dean 
CASE  SCHOOL  OF  APPLIED  SCIENCE 
George  Henry  Johnson,  A.  B. 

Professor  of  History 
UNIVERSITY  OF  WYOMING 

James  Plummer  Poole,  M.  A. 

Professor  of  Botany 
BARNARD  COLLEGE 

George  Vincent  Wendell,  Ph.  D. 

Professor  of  Physics^  Columhia  University 

UNIVERSITY  OF  CHICAGO 

Harry  Pratt  Judson,  LL.  D. 

President 
LELAND  STANFORD  JUNIOR  UNIVERSITY 

George  James  Peirce,  Ph.  D. 

Professor  of  Botany  and  Plant  Physiology 

LOWELL  TEXTILE  SCHOOL 

Charles  Holmes  Fames,  S.  B. 

President 
SIMMONS  COLLEGE 

Henry  Lefavour,  Ph.  D.,  LL.  D. 

President 


Clark    University  71 

SAVEET  BRIAR  COLLEGE 

Ivan  Eugene  McDougle,  Ph.  D. 

Pi'ofessor  of  Economics  and  Sociology 

INTERNATIONAL  YOUNG  MEN'S  CHRISTIAN 
ASSOCIATION  COLLEGE 

Laurence  Locke  Doggett,  Ph.  D.,  D.  D. 

President 
NORTHEASTERN   COLLEGE 

Frank  Palmer  Speare,  M.  H.,  M.  C.  S. 

President 
INSTITUTE  OF  INTERNATIONAL  EDUCATION 
Stephen  Pierce  Duggan,  Ph.  D. 
Director 

Professor  of  Education,  College  of  the  City  of 

New  York 
THE  FRANCIS  D.  POLLAK  FOUNDATION 
FOR  ECONOMIC  RESEARCH 

William  Trufant  Foster,  Ph.  D.,  LL.  D. 

Director 
WORCESTER  ACADEMY 

Fred  Davis  Aldrich,  A.  M. 

Senior  Master 
MOUNT  HERMON  SCHOOL 

Henry  Franklin  Cutler,  A.  M.,  D.  C.  L. 

Principal 


UNIVERSITY  OF  ILLINOIS-URBANA 


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